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Introduction,ition of writing skills an important priority for young L2 learners. Since “developing language competence inevitably requires assessment” (Berchoud et al. 2011, p. 9), how teachers should conduct classroom assessment to help L2 students improve their writing is of critical importance.
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Classroom Assessment Literacy for L2 Writing Teachers, increasing realization throughout the world that teacher assessment literacy is underdeveloped (Jin 2010; Popham 2011; Volante and Fazio 2007) and that it warrants urgent attention on teachers’ professional development programs.
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from the perspective of assessment for learning and assessmeWhile assessment and feedback tend to be treated separately in the L2 writing literature, this book brings together these two essential topics and examines how effective classroom assessment and feedback can provide a solid foundation for t
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Estimation of Residual Stresses,2 contexts, particularly in large classes typical of school contexts, the written mode of teacher feedback has remained the major kind of feedback in writing classrooms. In this chapter, therefore, “teacher feedback” refers mainly to teacher written feedback.
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Teacher Feedback in L2 Writing,2 contexts, particularly in large classes typical of school contexts, the written mode of teacher feedback has remained the major kind of feedback in writing classrooms. In this chapter, therefore, “teacher feedback” refers mainly to teacher written feedback.
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Purpose, Theory, and Practice of Classroom L2 Writing Assessment,ger focus on outcome-based and standard-referenced assessment (Davison and Cummins 2006). Such a shift results in an increasing attention to a “substantive connection between assessment and meaningful instruction” (Shepard 2000a, p. 3), where teachers’ evaluation of student learning, their feedback,
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Assessment for Learning in the L2 Writing Classroom,different parts of the world. In the United Kingdom, the Assessment Reform Group (2002), with which the notion of AfL is closely affiliated, has played a pivotal role in bringing about positive change to assessment practice, policy, and research in not only the United Kingdom (see Black and Wiliam 2
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