TY - CHAP
T1 - Assessment Literacy as Praxis
T2 - Mediating Teacher Knowledge of Assessment-for-Learning Practices
AU - Inbar-Lourie, Ofra
AU - Levi, Tziona
N1 - Publisher Copyright:
© 2020, Springer Nature Switzerland AG.
PY - 2020
Y1 - 2020
N2 - This study investigates the evolving implementation of a praxis-based language assessment initiative as manifested in a number of school cultures. Drawing on Vygotsky’s notion of praxis, wherein theory and practice are tied together and mutually substantiated, this research set out to probe assessment literacy development and practice among teachers in five schools in the periphery of Israel, following the delivery of a teacher in-service course on assessment literacy that was facilitated by one of the researchers. The study examined how and to what extent the knowledge and practice gained in the course were integrated into the schools’ assessment culture. The sample included both coordinators of secondary school language departments and school administrators. The data set is comprised of interviews with participants probing changes in the school setting, specifically with regard to assessment knowledge, decisions, and practices, that may be attributed to the in-service course. A link was established between the schools’ overall profile (characterized here as either conservative or innovative) and the extent of integration of course-acquired assessment culture. The study makes a case for differential assessment cultures and their match with local school cultures.
AB - This study investigates the evolving implementation of a praxis-based language assessment initiative as manifested in a number of school cultures. Drawing on Vygotsky’s notion of praxis, wherein theory and practice are tied together and mutually substantiated, this research set out to probe assessment literacy development and practice among teachers in five schools in the periphery of Israel, following the delivery of a teacher in-service course on assessment literacy that was facilitated by one of the researchers. The study examined how and to what extent the knowledge and practice gained in the course were integrated into the schools’ assessment culture. The sample included both coordinators of secondary school language departments and school administrators. The data set is comprised of interviews with participants probing changes in the school setting, specifically with regard to assessment knowledge, decisions, and practices, that may be attributed to the in-service course. A link was established between the schools’ overall profile (characterized here as either conservative or innovative) and the extent of integration of course-acquired assessment culture. The study makes a case for differential assessment cultures and their match with local school cultures.
UR - http://www.scopus.com/inward/record.url?scp=85087145651&partnerID=8YFLogxK
U2 - 10.1007/978-3-030-35081-9_12
DO - 10.1007/978-3-030-35081-9_12
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AN - SCOPUS:85087145651
T3 - Educational Linguistics
SP - 241
EP - 259
BT - Toward a Reconceptualization of Second Language Classroom Assessment Praxis and Researcher-teacher Partnership
A2 - Inbar-Lourie, Ofra
A2 - Poehner, Matthew E.
PB - Springer Science+Business Media B.V.
ER -