Discussion of Issues Related to Language Assessment Literacy in Second Signed and Spoken Languages

2021 ◽  
pp. 395-400
Author(s):  
Eveline Boers-Visker ◽  
Kathrin Eberharter ◽  
Annemiek Hammer ◽  
Luke Harding ◽  
Benjamin Kremmel
Keyword(s):  
Language Assessment ◽  
Spoken Language ◽  
The Other ◽  
Core Area ◽  
Assessment Literacy ◽  
Collaborative Process ◽  
Signed Languages ◽  
Recent Scholarship ◽  
New Development ◽  
Considerable Body

This chapter is a joint discussion of key items related to language assessment literacy related to signed and spoken language assessment that were discussed in Chapters 11.1 and 11.2, and the implications that these issues might have on the other field. It is clear that language assessment literacy (LAL) in the context of signed languages—(S)LAL by the authors—is still in a very nascent form. Although in the field of spoken language assessment there is a tendency to discuss LAL as being a “new” development and recent scholarship suggests that issues and constructs remain undertheorized, there is a considerable body of literature on LAL oriented toward spoken language (as surveyed in the Chapter 11.1), to the extent that LAL is now a core area of research and scholarship in the field. This is in sharp contrast with the paucity addressing LAL in the context of signed languages. This chapter is the result of a collaborative process during which the two sets of authors read each other’s chapters and responded to a set of guided questions. The result is the synthesis of this dialogic process.

The Handbook of Language Assessment Across Modalities

2021 ◽  
Keyword(s):  
Second Language ◽  
Language Assessment ◽  
Spoken Language ◽  
Assessment Literacy ◽  
Signed Language ◽  
Key Issues ◽  
Relevant Field ◽  
The Common ◽  
New Perspective ◽  
First Time

In Language Assessment Across Modalities: Paired-Papers on Signed and Spoken Language Assessment, volume editors Tobias Haug, Wolfgang Mann, and Ute Knoch bring together—for the first time—researchers, clinicians, and practitioners from two different fields: signed language and spoken language. The volume examines theoretical and practical issues related to 12 topics ranging from test development and language assessment of bi-/multilingual learners to construct issues of second-language assessment (including the Common European Framework of Reference [CEFR]) and language assessment literacy in second-language assessment contexts. Each topic is addressed separately for spoken and signed language by experts from the relevant field. This is followed by a joint discussion in which the chapter authors highlight key issues in each field and their possible implications for the other field. What makes this volume unique is that it is the first of its kind to bring experts from signed and spoken language assessment to the same table. The dialogues that result from this collaboration not only help to establish a shared appreciation and understanding of challenges experienced in the new field of signed language assessment but also breathes new life into and provides a new perspective on some of the issues that have occupied the field of spoken language assessment for decades. It is hoped that this will open the door to new and exciting cross-disciplinary collaborations.

Discussion of Issues Related to Assessment Constructs in Spoken and Signed Languages

2021 ◽  
pp. 261-270
Author(s):  
Susy Macqueen ◽  
Tobias Haug
Keyword(s):  
Developmental Trajectories ◽  
Language Assessment ◽  
Spoken Language ◽  
Theory And Practice ◽  
Assessment Practices ◽  
Language Abilities ◽  
Significant Challenge ◽  
Signed Languages ◽  
Signed Language ◽  
Language Assessments

Thinking about what is assessed—the construct—in any language assessment raises questions about the nature of language use, the nature of developmental trajectories, and whose language patterns determine what is ‘standard’. The assessment of signed languages draws attention to assessment practices and understandings that are entrenched, for better or worse, in the assessment of spoken languages. Spoken language assessments of standardized varieties tend to value the written sentence as an ideal unit, a legacy of standardization. Signed language assessments, on the other hand, may be emerging alongside processes of standardization. Capturing semiotic complexity in the construct remains a significant challenge for both signed and spoken language assessments, despite the development of corpora which exemplify it. This chapter discusses these theoretical, ideological, and practical challenges for assessing signed and spoken language abilities. It brings together key ideas from chapters Chapters 7.1 and 7.2 and offers future directions in the development of theory and practice in signed and spoken language assessments.

Discussion of Issues Related to Discourse Analysis in Signed and Spoken Language Assessments

2021 ◽  
pp. 361-370
Author(s):  
Rachel McKee ◽  
Kellie Frost
Keyword(s):  
Discourse Analysis ◽  
Social Context ◽  
Language Proficiency ◽  
Language Assessment ◽  
Spoken Language ◽  
Signed Languages ◽  
Language Research ◽  
Language Assessments ◽  
Advance Theory

The analysis of discourse in language proficiency interviews reveals many similarities and some issues that are specific to the modality and social context of spoken and signed languages. In this chapter, we comment on points of intersection and difference in the preceding two chapters to highlight how the exchange of insights from signed and spoken language research in this area can stimulate further inquiry and advance theory across both fields. This chapter is a joint discussion of key items related to discourse analysis related to signed and spoken language assessment that were discussed in Chapters 10.1 and 10.2.

Language Assessment Literacy in Second Spoken Language Assessment Contexts

2021 ◽  
pp. 373-382
Author(s):  
Luke Harding ◽  
Benjamin Kremmel ◽  
Kathrin Eberharter
Keyword(s):  
Language Assessment ◽  
Spoken Language ◽  
Assessment Literacy ◽  
Assessment Practices ◽  
Specific Knowledge ◽  
Future Directions ◽  
Knowledge And Skills ◽  
Critical Issues ◽  
Assessment Research

This chapter provides an overview of language assessment literacy (LAL) as it relates to spoken language assessment. The chapter begins by charting developments in how LAL has been defined and conceptualized in language assessment research. Then, specific knowledge and skills related to the assessment of spoken language are discussed, organized according to the nine dimensions of LAL identified in Kremmel and Harding’s survey-based study. Critical issues are raised throughout with respect to the unique challenges involved in assessing spoken language in a fair, equitable, and inclusive manner. The authors conclude by pointing to future directions for LAL and highlight the increasingly important role of technology in language assessment practices.

Language Assessment Literacy Survey

2020 ◽  
Author(s):  
Benjamin Kremmel ◽  
Luke Harding
Keyword(s):  
Language Assessment ◽  
Assessment Literacy ◽  
Literacy Survey

Young learners’ voices: Towards a learner-centered approach to understanding language assessment literacy

2021 ◽  
pp. 026553222199227
Author(s):  
Yuko Goto Butler ◽  
Xiaolin Peng ◽  
Jiyoon Lee
Keyword(s):  
Language Assessment ◽  
Sixth Grade ◽  
Assessment Literacy ◽  
Supporting Evidence ◽  
Structured Interviews ◽  
Assessment Practice ◽  
Young Learners ◽  
Assessment Tasks ◽  
Sixth Grade Students ◽  
Assessment Skills

Language assessment literacy (LAL) has recently gained substantial attention among language educators and other stakeholders. However, existing models focus almost exclusively on teachers, test developers, and administrators, and lack students’ perspectives in their conceptualizations. To address this gap, with this exploratory study we aimed to understand young learners’ LAL. The participants were fourth- and sixth-grade students (ages 9–10 and 11–12, respectively, with 10 participants in each age group) in China. After taking English mock tests, the children participated in individual, semi-structured interviews that covered their understanding of the following: (a) assessment purposes and theories (their knowledge about how assessment works); (b) assessment skills (their views of assessment designs, procedures, and content); and (c) assessment principles (their notion of fairness, cheating, and feedback). The data were analyzed qualitatively in line with current LAL models. The results suggest that the children already had substantial assessment literacy in knowledge, skills, and principles. Although their teachers’ assessment practice remains form-focused, children generally want more communicative-based and diagnostic assessment. They also want more cognitively challenging and enjoyable assessment tasks. Our findings provide solid supporting evidence for the importance of considering students’ perspectives, along with the views of other stakeholders, in order to have a more balanced understanding of LAL.

scholarly journals What Is Orientation in Dignitarian Thinking? Self, Other, Time and Space

2020 ◽  
pp. 174387212098228
Author(s):  
Stephen Riley
Keyword(s):  
The Self ◽  
The Other ◽  
Core Area ◽  
Methodological Challenge ◽  
Time And Space ◽  
Normative Discourse ◽  
The Government

Drawing upon Kant’s analysis of the role of intuitions in our orientation towards knowledge, this paper analyses four points of departure in thinking about dignity: self, other, time and space. Each reveals a core area of normative discourse – authenticity in the self, respect for the other, progress through time and authority as the government of space – along with related grounds of resistance to dignity. The paper concludes with a discussion of the methodological challenge presented by our different dignitarian intuitions, in particular the role of universality in testing and cohering our intuitions.

Common Lawà l'americaine

1966 ◽  
Vol 1 (4) ◽  
pp. 562-579 ◽  
Author(s):  
A. M. Apelbom
Keyword(s):  
Common Law ◽  
The Other ◽  
British Occupation ◽  
Other Hand ◽  
Two Generations ◽  
The Common ◽  
English Law ◽  
Considerable Body ◽  
Clear Line

Eighteen years after attaining independence Israel remains essentially a common law country. Introduced by the British Mandatory administration to supplement the Ottoman legislation in force at the time of the British occupation of Palestine, the common law has been retained by the Israeli legislator, so far as not modified or replaced by local legislation. But this common law, far from being residual only, also embraces a considerable body of interstitial law developed by two generations of judges, British, Palestinian and Israeli, in the process of applying and interpreting statute law—whether Ottoman, Mandatory or Israeli—according to common law methods. On the other hand the importation of common law institutions was neither wholesale nor systematic and in a number of fields no clear line of demarcation can be drawn between domestic and English law.

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