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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 11: Teacher-Examiners’ Explicit and Enacted Beliefs About Proficiency Indicators in National Oral Assessments
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Citations

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Chapter title
Teacher-Examiners’ Explicit and Enacted Beliefs About Proficiency Indicators in National Oral Assessments
Chapter number 11
Book title
Teacher Involvement in High-Stakes Language Testing
Published by
Springer, Cham, January 2018
DOI 10.1007/978-3-319-77177-9_11
Book ISBNs
978-3-31-977175-5, 978-3-31-977177-9
Authors

Christine C. M. Goh, Hui Teng Ang-Aw, Goh, Christine C. M., Ang-Aw, Hui Teng

View on publisher site
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 2 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 2 100%

Demographic breakdown

Readers by professional status Count As %
Student > Master 2 100%
Readers by discipline Count As %
Arts and Humanities 1 50%
Nursing and Health Professions 1 50%

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