Assessment Myths
Applying Second Language Research to Classroom Teaching
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Testing & Measurement, Teaching, Teaching Methods
| Author: | Lia Plakans, Atta Gebril | ISBN: | 9780472122059 |
| Publisher: | University of Michigan Press | Publication: | August 25, 2016 |
| Imprint: | University of Michigan Press ELT | Language: | English |
| Author: | Lia Plakans, Atta Gebril |
| ISBN: | 9780472122059 |
| Publisher: | University of Michigan Press |
| Publication: | August 25, 2016 |
| Imprint: | University of Michigan Press ELT |
| Language: | English |
This volume was conceived as a "best practices" resource for assessment in the way that Vocabulary Myths by Keith S. Folse is one for reading and vocabulary teachers. Like others in the Myths series, this book combines research with good pedagogical practices.
The book opens with an introduction that reviews many key assessment terms and concepts.
The myths examined in this book are:
- Assessment is just writing tests and using statistics.
- A comprehensive final exam is the best way to evaluate students.
- Scores on performance assessments are preferable because of their accuracy and authenticity.
- Multiple choice tests are inaccurate measures of language but are easy to write.
- We should test only one skill at a time.
- A test’s validity can be determined by looking at it.
- Issues of fairness are not a concern with standardized testing.
- Teachers should never be involved in preparing students for tests.
Implications for teaching and an agenda for research are discussed in a conclusion.
This volume was conceived as a "best practices" resource for assessment in the way that Vocabulary Myths by Keith S. Folse is one for reading and vocabulary teachers. Like others in the Myths series, this book combines research with good pedagogical practices.
The book opens with an introduction that reviews many key assessment terms and concepts.
The myths examined in this book are:
- Assessment is just writing tests and using statistics.
- A comprehensive final exam is the best way to evaluate students.
- Scores on performance assessments are preferable because of their accuracy and authenticity.
- Multiple choice tests are inaccurate measures of language but are easy to write.
- We should test only one skill at a time.
- A test’s validity can be determined by looking at it.
- Issues of fairness are not a concern with standardized testing.
- Teachers should never be involved in preparing students for tests.
Implications for teaching and an agenda for research are discussed in a conclusion.
