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Teacher Involvement in High-Stakes Language Testing

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Cover of 'Teacher Involvement in High-Stakes Language Testing'

Table of Contents

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    Book Overview
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    Chapter 1 Introduction
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    Chapter 2 The Role of Classroom Teachers in Standard Setting and Benchmarking
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    Chapter 3 A Critical Analysis of Teacher Involvement in the English Language Paper of the First School Leaving Certificate Examination (FSLC) in Cameroon
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    Chapter 4 Potentials and Challenges of Teacher Involvement in Rating Scale Design for High-Stakes Exams
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    Chapter 5 Am I Just Stupid? Key Issues for Teachers Involved in High-Stakes Testing with Children Who Have Dyslexia
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    Chapter 6 Are Teachers Given Sufficient Tools as Examiners in High-Stakes Language Testing? A Study of the New Foreign Language Speaking Component of the French Baccalauréat
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    Chapter 7 Assessment Literacy for Teachers: A Pilot Study Investigating the Challenges, Benefits and Impact of Assessment Literacy Training
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    Chapter 8 Teachers as Testers: The Case of EOI Teachers in Galicia, Spain
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    Chapter 9 Teachers Setting the Assessment (Literacy) Agenda: A Case Study of a Teacher-Led National Test Development Project in Luxembourg
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    Chapter 10 Fostering Language Assessment Literacy Through Teacher Involvement in High-Stakes Test Development
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    Chapter 11 Teacher-Examiners’ Explicit and Enacted Beliefs About Proficiency Indicators in National Oral Assessments
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    Chapter 12 Expatriate High School English Teachers’ Experiences with Entrance Examination Creation in Japan: Opportunities and Challenges
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    Chapter 13 English Language Teachers’ Perceptions of Involvement in High-Stakes Testing in Turkey
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    Chapter 14 Teacher Involvement in the Russian National Exam in Foreign Languages: Experience and Perspectives
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    Chapter 15 Teachers’ Voices in the Decision to Discontinue a Public Examination Reform: Washback Effects and Implications for Utilizing Tests As Levers for Change
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    Chapter 16 A Survey of English Language Testing Practices in China: Students’ and Teachers’ Perspectives
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    Chapter 17 An Experienced EFL Teacher’s Perception of High-Stakes English Language Tests and Beliefs About Language Teaching: A Case Study
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    Chapter 18 Examining Washback in EFL Multi-exam Preparation Classes in Greece: A Focus on Teachers’ Teaching Practices
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    Chapter 19 Conclusion
Attention for Chapter 15: Teachers’ Voices in the Decision to Discontinue a Public Examination Reform: Washback Effects and Implications for Utilizing Tests As Levers for Change
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Chapter title
Teachers’ Voices in the Decision to Discontinue a Public Examination Reform: Washback Effects and Implications for Utilizing Tests As Levers for Change
Chapter number 15
Book title
Teacher Involvement in High-Stakes Language Testing
Published by
Springer, Cham, January 2018
DOI 10.1007/978-3-319-77177-9_15
Book ISBNs
978-3-31-977175-5, 978-3-31-977177-9
Authors

Hyunjin Kim, Talia Isaacs

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X Demographics

X Demographics

The data shown below were collected from the profiles of 7 X users who shared this research output. Click here to find out more about how the information was compiled.
 Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 4 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 4 100%

Demographic breakdown

Readers by professional status Count As %
Student > Master 2 50%
Lecturer 1 25%
Researcher 1 25%
Readers by discipline Count As %
Social Sciences 3 75%
Arts and Humanities 1 25%

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