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.
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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|Item Type:||Journal Article|
|Keywords:||English as a Second Language , Assessment, Education|
|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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