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https://www.um.edu.mt/library/oar/handle/123456789/115805
Title: | Teacher involvement in high-stakes testing |
Other Titles: | Language assessment for multilingualism |
Authors: | Xerri, Daniel Vella Briffa, Patricia |
Keywords: | Teaching Assessment Achievement tests Language and education Language and languages -- Ability testing |
Issue Date: | 2016 |
Publisher: | Cambridge University Press |
Citation: | Xerri, D., & Vella Briffa, P. (2016). Teacher involvement in high stakes testing. In C. Docherty & F. Barker (Eds.), Language assessment for multilingualism (pp. 321-341). Cambridge: Cambridge University Press. |
Abstract: | This paper explores the premise that teachers’ involvement in high- stakes testing is desirable because the resulting test is a product of their knowledge of the learning context, the student cohort, and the subject content. Such involvement is indicative of an increased sense of trust in teachers’ judgements. By means of a case study approach, this paper discusses the process of developing a public examination from the authors’ combined perspectives as researchers and teachers whose assessment literacy was enhanced because they were privileged to be involved at every stage. This paper outlines the challenges faced and elaborates on the lessons learned from their prolonged involvement. It evaluates the implications of teachers’ involvement in high- stakes testing and seeks to contribute to a better understanding of the benefits that may arise when teachers are invited to play an instrumental role in the design and implementation of such examinations. |
URI: | https://www.um.edu.mt/library/oar/handle/123456789/115805 |
Appears in Collections: | Scholarly Works - CenELP |
Files in This Item:
File | Description | Size | Format | |
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Teacher_involvement_in_high_stakes_testing.pdf Restricted Access | 158.28 kB | Adobe PDF | View/Open Request a copy |
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