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Educational reform and ESL assessment in Australia: New roles and new tensions

McKay, Penelope A. & Brindley, Geoff (2007) Educational reform and ESL assessment in Australia: New roles and new tensions. Language Assessment Quarterly, 4(1), pp. 69-84.

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Abstract

In the past, English as Second Language (ESL) teachers in Australia have been given a strong professional role in classroom assessment. This role still exists but has changed in ways that are causing some tensions for teachers in their day-to-day practice. In schools, educational reform has been accompanied by mother-tongue/ English-learner-based standards and external literacy tests, against which ESL learners' progress is formally measured for accountability purposes. In the adult English-language teaching sector, reform has brought assessment requirements that regulate progress through courses and inform administrators of achievement of learning outcomes. This article reviews research into the changing role of classroom assessment in the context of recent reforms and identify outstanding issues and problems, with a particular focus on the tensions between policy and practice.

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ID Code: 19316
Item Type: Journal Article
Additional URLs:
Keywords: English as a Second Language , Assessment, Education
DOI: 10.1080/15434300701348383
ISSN: 1543-4303
Subjects: Australian and New Zealand Standard Research Classification > LANGUAGES COMMUNICATION AND CULTURE (200000) > LINGUISTICS (200400)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Education Assessment and Evaluation (130303)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > OTHER EDUCATION (139900)
Divisions: Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2007 Taylor and Francis
Deposited On: 31 Mar 2009 13:27
Last Modified: 10 Aug 2011 23:22

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