Language Assessment in Practice

Language Assessment in Practice by Lyle Bachman and Adrian Palmer is a defining text within the field of language assessment. With an expected readership of students, language teachers with varying experience, applied linguists, professional language testers, materials developers and textbook writers, Language Assessment in Practice is ambitious at its core. Nonetheless, the authors‘ logical approach and straightforward writing style make this a highly accessible text for all members of its intended audience. In an inviting first chapter titled ―Objectives and Explanations, or why we need another book about language testing,‖ Bachman and Palmer explain their reasons for taking on this project, especially in light of their earlier, formative work Language Testing in Practice (Bachman & Palmer, 1996). Using Bachman‘s articulation of the Assessment Use Argument (AUA) as its organizing theoretical framework, Language Assessment in Practice represents a distinct departure from the earlier text. At nearly twice the number of pages of text (excluding the projects in the final chapters of both books), and incorporating extensive resources available online, this volume represents a significant evolution in the authors‘ thinking about assessment

Where Practicum Meets Test Preparation: Supporting Teacher Candidates Through EdTPA

A strong focus on teacher performance is resurfacing in teacher-preparation programs across the US. EdTPA, a teacherperformance assessment designed to determine K-12 teacher candidates’ readiness for the classroom, has become central in teacher-preparation programs in several states and promises to be implemented in more states in the coming months. A multidimensional portfolio compilation, the edTPA requires candidates to submit teaching artifacts (e.g., lesson plans, samples of students’ work) along with narrative writing tasks that detail a teacher’s instructional approach and teaching reflections. This article highlights 3 ESL teachers’ experiences with and perspectives about the New York State requirement of edTPA for English as an Additional Language (EAL) certification over 2 semesters of a student-teacher practicum. These teachers’ experiences provide insights into the nature of certification assessment and the perceived benefits and challenges of completing the edTPA portfolio. This article also offers suggestions for the growing number of educational programs that will experience the impact of edTPA during the coming decade

Critical pedagogy in English universities: the relationship between theory and practice

Higher education in England has become increasingly marketised and bureaucratised over the last 30 years. The economic purpose of higher education put forward by government policy instrumentalises the work being done in universities through league tables and quality frameworks, promoting competition and surveillance. These changes impact on pedagogy, the student experience, and the role of academics. Aiming to explore the pedagogical practice of self-identifying critical pedagogues in English universities in this era of marketisation, this research focused on the pedagogical practice and decision-making of ten critical pedagogues from eight different universities in England. In an attempt to implement a research approach that was congruent with critical pedagogy, this research was informed by a critical qualitative research approach, which involved participant observations and reflective dialogues with participants focusing on their practice. As a result of thematic analysis, a framework for conceptualising different manifestations of critical pedagogical practice emerged, identifying hegemonic co-investigators, critical co-investigators, and critical experts. Effects of the marketisation of the university at the macro, meso and micro levels affected self-identifying critical pedagogues’ ability to put their pedagogical beliefs and values into practice, often leading to strategic compromise (Skelton, 2012a) and feelings of isolation. Analysis suggests that critical educators often focus on implementing either a critical curriculum or a critical pedagogy and feel that they are isolated and misunderstood by their colleagues. Building a community in the classroom and within their institution was seen as important to implementing a critical pedagogical approach, and while participants practiced critical pedagogy in different ways, the purpose underpinning their practice united them as they push at the boundaries of the university

Expanding Capacity to Serve Multilingual Learners: A University-School District Partnership

In a time of new teacher certification requirements in New York, school districts are grappling with how to meet the regulatory expectations imposed by Commissioner’s Regulations Part 154. One way that schools are solving staffing challenges is by forging new collaborations with university partners to expand their collective capacities to serve Multilingual learners (MLLs). In this article, we document a partnership between SUNY New Paltz’s Teaching English to Speakers of Other Languages (TESOL) program and the Pawling Central School District during the 2017-18 academic year. We describe the partners’ distinct roles in the university-district collaboration, and discuss the logistical considerations and challenges they faced, with respect to program design, hybrid instruction, meeting certification requirements, and working with established university systems. We conclude by identifying components that ultimately made the partnership a success

A value chain analysis of interventions to control production diseases in the intensive pig production sector

Value chain analysis (VCA) calculated the financial effects on food chain actors of interventions to improve animal health and welfare in the intensive pig sector. Two interventions to reduce production diseases were studied. A generic chain diagram of linkages between stakeholders and value-added dimensions was designed. Data on structure and financial performance were collected for the sector. The production parameters and financial effects of the interventions were then described to illustrate impact on the supply chain. The effects of the interventions were also assessed at market level using economic welfare analysis. The sectors in Finland and the UK are small in farm numbers and few companies produced much of the output in a largely vertically-integrated structure. The most beneficial intervention in financial terms to farmers was improved hygiene in pig fattening (around +50% in gross margin). It was calculated to reduce the consumer price for pig meat by up to 5% when applied at large, whereas for improved management measures, it would reduce consumer price by less than 0.5%. However, the latter added value also through food quality attributes. We show that good hygiene and animal care can add value. However, evaluation of the financial and social viability of the interventions is needed to decide what interventions are adopted. The structure of supply chains influences which policy measures could be applied. Of the two interventions, improved pig hygiene had the largest potential to improve efficiency and reduce costs. The studied interventions can also provide new business opportunities to farms, slaughterhouses and food sector companies. More evidence is needed to support public policies and business decision-making in the sector. For this, evidence on consumer attitudes to production diseases is needed. Nevertheless, the study makes an important contribution by showing how improvements in health and welfare benefit the whole chain

How can rural businesses thrive in the digital economy? A UK perspective

Unlocking the digital potential of the UK's rural areas is important for the future of rural businesses, rural communities and the UK economy as a whole. The use of digital technologies is yielding new opportunities for businesses, including those located rurally, to enhance business growth and economic development, which significantly contributes to UK prosperity. However, businesses, especially small and medium-sized enterprises (SMEs), in rural areas are often digitally disconnected due to inferior digital connectivity and digital exclusion, including lack of internet access and lower levels of digital literacy. Therefore, this paper provides a better understanding of the rural digital economy, highlighting key digital challenges and opportunities for rural businesses in the UK. An extensive review of both academic and non-academic literature is conducted to identify key digital challenges, digital opportunities, and solutions to overcome the digital disadvantage for rural businesses in the UK in the digital age. Our review emphasises the effectiveness of public sector market interventions in developing broadband infrastructure and smarter digital training and skills development to help address digital deprivation in rural areas. A series of policy recommendations is then formulated to support rural business growth in the digital age and contributing to debates regarding smart rural development in rural areas. This paper has potential limitations due to a non-systematic literature review. Therefore, we recommend applying a systematic review as well as empirical and place-based research to explore the emerging themes of this study for future research

Measuring Parent Perceptions of School Climate

Parents' attitudes about their children’s schools matter. Their views can shape their children’s attitudes about school, affect their levels of family-school engagement, and influence their residential and school enrollment decisions. This paper describes the development of a survey scale to assess parent perceptions of the climate of their child’s school. Our comprehensive scale development process incorporated feedback from academics and potential respondents from the outset of the design process to enhance scale quality. We conducted three studies with national samples of parents (n = 385; n = 253; n = 266) to gather evidence of scale score reliability and valid score inferences based on convergent/discriminant validity. Through confirmatory factor analysis we identified a theoretically grounded factor structure that fit the data well. Interestingly, we found no evidence that parental response patterns distinguish between academic and social elements of school climate. Furthermore, we found that parents of younger children, on average, had a more positive perception of the school’s climate than parents of older children. We conclude by discussing how researchers and Pre-K – 12 schools and districts can use the scale to aid school improvement efforts

Assessing the association between pre-course metrics of student preparation and student performance in introductory statistics: Results from early data on simulation-based inference vs. nonsimulation based inference

The recent simulation-based inference (SBI) movement in algebra-based introductory statistics courses (Stat 101) has provided preliminary evidence of improved student conceptual understanding and retention. However, little is known about whether these positive effects are preferentially distributed across types of students entering the course. We consider how two metrics of Stat 101 student preparation (pre-course performance on concept inventory and math ACT score) may or may not be associated with end of course student performance on conceptual inventories. Students across all preparation levels tended to show improvement in Stat 101, but more improvement was observed across all student preparation levels in early versions of a SBI course. Furthermore, students' gains tended to be similar regardless of whether students entered the course with more preparation or less. Recent data on a sample of students using a current version of an SBI course showed similar results, though direct comparison with non-SBI students was not possible. Overall, our analysis provides additional evidence that SBI curricula are effective at improving students' conceptual understanding of statistical ideas post-course regardless student preparation. Further work is needed to better understand nuances of student improvement based on other student demographics, prior coursework, as well as instructor and institutional variables.Comment: 16 page