Table Of ContentNEW LANGUAGE LEARNING AND TEACHING ENVIRONMENTS
Innovation in
Learning-oriented
Language Assessment
Edited by
Sin Wang Chong
Hayo Reinders
New Language Learning and Teaching
Environments
Series Editor
Hayo Reinders
Department of Education; Department of Languages
Anaheim University; King Mongkut’s University of
Technology Thonburi
Anaheim; Bangkok, USA
New Language Learning and Teaching Environments is an exciting new
book series edited by Hayo Reinders, dedicated to recent developments
in learner-centred approaches and the impact of technology on learning
and teaching inside and outside the language classroom. The series
aims to:
• Publish cutting-edge research into current developments and innova-
tion in language learning and teaching practice.
• Publish applied accounts of the ways in which these developments
impact on current and future language education.
• Encourage dissemination and cross-fertilisation of policies and prac-
tice relating to learner-centred pedagogies for language learning and
teaching in new learning environments.
• Disseminate research and best practice in out-of-class and informal
language learning.
The series is a multidisciplinary forum for the very latest developments
in language education, taking a pedagogic approach with a clear focus on
the learner, and with clear implications for both researchers and language
practitioners. It is the first such series to provide an outlet for researchers
to publish their work, and the first stop for teachers interested in this area.
Sin Wang Chong • Hayo Reinders
Editors
Innovation in
Learning-Oriented
Language
Assessment
Editors
Sin Wang Chong Hayo Reinders
Moray House School of Education King Mongkut’s University of Technology
and Sport Thonburi
University of Edinburgh Bangkok, Thailand
Edinburgh, UK
ISSN 2946-2932 ISSN 2946-2940 (electronic)
New Language Learning and Teaching Environments
ISBN 978-3-031-18949-4 ISBN 978-3-031-18950-0 (eBook)
https://doi.org/10.1007/978-3-031-18950-0
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Praise for Innovation in Learning-Oriented
Language Assessment
“Using the seven dimensions of learning-oriented language assessment (Turner
and Purpura, 2016), editors Chong and Reinders derived 10 learning-oriented
language assessment principles. This edited volume of 17 practical chapters doc-
ument innovative practices of learning-oriented language assessment from 10
countries. It is arguably the first exploration into learning-oriented language
assessment for teachers and teacher trainers and offers excellent examples worthy
of replication by teachers.”
—Antony Kunnan, Duolingo
“This interesting collection of papers on learning-oriented language assessment
emanates from an online symposium held in October 2021. I was delighted to
keynote at that event and it gives me great pleasure to applaud the efforts of the
co-editors and authors in producing this timely collection. These evidence-based
and practical chapters are underpinned by ten learning-oriented language assess-
ment principles proposed by the editors in their introductory chapter. Plenty of
food for thought for language teachers and researchers.”
—David Carless, University of Hong Kong
Contents
1 I ntroduction: Learning-Oriented Language
Assessment—Insights for Evidence-Based Practices 1
Sin Wang Chong and Hayo Reinders
2 A Review of Formative Language Assessment Research
and Implications for Practitioners 13
Tony Burner
3 Is It Possible to Implement Learning- Oriented
Assessment Principles in Test Preparation? Evidence
from a High- Stakes Standardised EFL Test in China 27
Ruijin Yang
4 Assessment for Learning in the Brazilian High-School
EFL Context: The Case of Digital Genres 45
Vander Viana and Juliana Jandre
5 An Investigation into EFL Learners’ Perspectives
Towards Dynamic Assessment 63
Tuba Özturan, Hacer Hande Uysal, and Prithvi N. Shrestha
vii
viii Contents
6 Exploring the Consistency Between Self- and Teacher
Assessment: Using Co-Constructed Assessment
Descriptors in EAP Writing in China 81
Huahui Zhao and Beibei Zhao
7 Developing a Learner-Centered Assessment of Academic
Writing for Graduate EFL Students 105
Gavin O’Neill and Katerina Petchko
8 Language Teacher Autonomy and Written Feedback: The
Case of a Hong Kong Elementary English Teacher 121
Sin Wang Chong
9 Assessing Depth of Word Knowledge of Beginner
Learners of French, German and Spanish Aged 11–14 in
England 137
Natalie Finlayson and Emma Marsden
10 Developing Learning-Oriented Language Assessment
Literacy in Pre- service Language Teachers 163
Magnus Coney
11 Padlet as a Formative Assessment Tool in the Online
Language Classroom: Action Research 181
Ghadah Albarqi
12 Application of Virtual Reality Speaking Assessment Tasks
in an EFL Context 201
Mojtaba Heydari and Fahimeh Marefat
13 Technology-Mediated Tasks for Formative Assessment in
an e-Portfolio Environment 219
Rosana Villares and Oana Maria Carciu
Contents ix
14 Mobile-Assisted Language Assessment for Adult EFL
Learners: Recommendations from a Systematic Review 237
Michelle Y. Chen and You-Min Lin
15 Pro-Gamer Inspired Speaking Assessment 257
James York
16 Developing Language Teacher Cognition about
Technology-Enhanced Assessment: A Case of Student
Teachers in a TESOL Programme 277
Li Li
17 Product to Process: The Efficacy of Hybrid Feedback
in Academic Writing Classrooms for Fostering
Process-Oriented Writing 295
Johanathan Woodworth
18 Development and Content Validation of an E-portfolio to
Assess and Promote Learner Autonomy 311
Lilan Lin and Hayo Reinders
I ndex 331
Notes on Contributors
Ghadah Albarqi is a Fellow of Higher Education Academy (FHEA).
Ghadah’s main areas of interest are second language (L2) acquisition, process-
ing and production, and the relationship between working memory capacity
and L2 processing. She is also interested in second language assessment.
Tony Burner, PhD is a Professor of English at the Department of
Languages and Literature Studies at the University of South-Eastern
Norway. His main research interests are English education, classroom
assessment, R&D work, teacher mentoring, multilingualism and profes-
sional development.
Oana Maria Carciu is a Lecturer at the University of Zaragoza (Spain).
Her research interests include corpus linguistics, genre analysis, digital
literacies, and learning, teaching and assessment integrating new tech-
nologies for the development of communicative competence in English.
Her current research focuses on the study of digital genres for science
communication.
Michelle Y. Chen holds a PhD in measurement, evaluation and research
methodology from the University of British Columbia. She is an experi-
enced psychometrician at Prometric. Her work supports test development,
evaluates score validity and promotes a better understanding of measure-
ments and assessments.
xi
