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Fundamental Issues in L2 Classroom Assessment Practices

By Esmael Hamidi

Abstract

The purpose of this paper is to provide L2 teachers with a succinct, conceptual framework of implementing the assessment forms to facilitate the relevant practical issues in L2 classrooms while focusing the current theories and views of assessment issues in L2 classrooms. I begin with giving a good rinse-out to assessment by distinguishing it from testing and evaluation. Then, following a brief account of the pedagogical history of assessment with a major focus on its ‘authentic’ aspect as the current concern to the educators of the field, I will discuss four criteria regarding the quality of assessment. The paper will continue with assessment purpose in two levels and assessment design in six steps. Moreover, fourteen principles will be pointed out. The paper concludes by arguing that L2 classroom assessment practices call for developing a profound understanding of the conceptual frameworks of the relevant defining issues

Topics: Student assessment, School reform, Education, Educational Leadership, Higher Education, Teacher Education and Professional Development
Publisher: FHSU Scholars Repository
Year: 2010
OAI identifier: oai:scholars.fhsu.edu:alj-1415
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