Vol. 45 in the Studies in Language Testing series.

Includes bibliographical references (pages 128-139) and indexes.

"The learning-oriented approach to assessment developed in this book seeks to exploit the commonality as well as the complementarity of formal assessment and classroom assessment. It proposes a Learning Oriented Assessment model which presents a systemic, ecological approach in which all kinds of assessment contribute positively to their two major educational purposes: promoting better learning and measurement, and contributing to a meaningful interpretation of learning outcomes.

The volume poses three key questions central to Learning Oriented Assessment: "What is learning?", "What is to be learned?", and "What is to be assessed?", and discusses how a focus on these fundamental aspects of learning and assessment can support learners, teachers and assessment professionals. The volume also focuses on the use of evidence and on how it can be collected and used to feed back into learning. It overviews large-scale assessment as practiced by Cambridge English, and learning-oriented classroom assessment practices, which is where learning interactions take place. The volume concludes with a look at implementing Learning Oriented Assessment in practice.

This volume is a rich source of information on key issues, principles and practices in the area of Learning Oriented Assessment. It provides fresh insights into current knowledge and understanding of the role of assessment in supporting learning, as well as useful guidance on good practice. As such, it will be of considerable interest to assessment practitioners, teachers and academics, educational policy-makers and examination board personnel." (Book Cover)

CONTENTS

List of table of figures

Abbreviations

Acknowledgements

Series Editor's notes

1. Learning oriented assessment: An overview 1.1 The organisation of this volume 1.2 What is learning? 1.3 What is language learning? 1.4 What is to be learned? 1.5 The roles of assessment in learning 1.6 Aligning large-scale and classroom assessment 1.7 In summary

2. The roots of learning oriented assessment 2.1 Cambridge English and learning oriented assessment 2.2 Origins and emphases of learning oriented approaches 2.3 Defining learning-oriented assessment: process, policy or principals? 2.4 Specific learning-oriented methods

3. What is learning? 3.1 Constructivism 3.2 An appropriate model of cognition and learning 3.3 Task-based interaction 3.4 Roles of teachers and learners 3.5 In summary

4. What is language learning? 4.1 Languages as a special case 4.2 The common European framework of reference for languages 4.3 Natural language acquisition 4.4 Second language acquisition research 4.5 In summary

5. What is to be learned? 5.1 The desired outcomes of learning 5.2 The nature of language proficiency: Construct definition 5.3 The content of learning: Curricular objectives 5.4 In summary

6. The role of large-scale assessment in learning 6.1 Proficiency testing: The importance of criterion reference 6.2 Scale construction 6.3 Item response theory 6.4 Item banking 6.5 Performance assessment 6.6 Validity and reliability of large-scale assessment 6.7 Large-scale assessment: Evidence of and for learning 6.8 In summary

7. Learning oriented assessment in the classroom 7.1 The nature of classroom learning-oriented assessment 7.2 Domain specific and generalisable learning skills 7.3 Learning-centered and content-centred activities 7.4 Classroom evidence of and for learning 7.5 Learning-oriented assessment: An ecological model 7.6 In summary

8. Aligning large-scale and classroom assessment 8.1 Alignment of goals 8.2 Aligning interpretations of standards 8.3 Construct-based alignment of assessment 8.4 Evidence within a learning oriented assessment model 8.5 The validity of learning oriented assessment

9. Implementing learning oriented assessment 9.1 Educational policy-making: The global scale 9.2 Worlds of difference: Predictable implementation issues 9.3 Asset languages: A cautionary tale 9.4 Technology to the rescue? 9.5 New contexts of learning 9.6 Positive impact by design 9.7 Steps in implementation 9.8 In conclusion

Appendices Appendix 1 Assessment for learning: 10 principles (Assessment Reform Group 2002) Appendix 2 The teaching and learning programme (TLRP): 10 principles of effective pedagogy (Teaching and learning research
Programme 2007) Appendix 3 James and Pedder's (2006) hypotheses on assessment for learning

References

Author index

Subject index