The Impact of Assessment Method on Foreign Language Proficiency Growth  

Oleh:

Ross, Steven J.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Applied Linguistics (Full Text) vol. 26 no. 3 (Sep. 2005), page 317-342.
Fulltext: 26.3, 317 - 342.pdf (172.82KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/APL/26 Non-tandon: tidak ada Tandon: 1

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Alternative assessment procedures have made consistent inroads into second and foreign language assessment practices over the last decade. The original impetus for alternative assessment methods has been predicated more on the ideological appeal this approach offers than on firm empirical evidence that alternative assessment approaches actually yield value-added outcomes for foreign and second language learners. The present study addresses the issue of differential language learning growth accruing from the use of formative assessment In direct comparison with more conventional summative assessment, procedures in a longitudinal design. Eight cohorts of foreign language learners (N=2215) participated in this eight-year longitudinal study. Four early cohorts in a 320-hour, four-semester EFL program were assessed with mainly conventional end-of-term summative assessments and tests. A sequence of sixteen EAP courses for these learners produced four time-varying grade point averages indexing stability and changes in achievement over the course of the program. Contrasted with these four cohorts were four latter cohorts of learners who engaged in considerably more formative assessment practices. The products of these formative assessments were also converted into manifest variables in the form of four time-varying grade point averages directly comparable to those generated by the four earlier cohorts.....

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