Language Assessment for Classroom Teachers

This book provides teachers with an entirely new approach to developingand using classroom-based language assessments. This approach is basedon current theory and practice in the field of language assessment andon an understanding of the assessment needs of classroom teachers. The following key questions are addressed: Why do I need to assess? What beneficial consequences do I want to helpbring about? How can my assessments help my students learn better andhelp me improve my teaching? When and how often do I need to assess? What decisions do I need tomake to help bring about these beneficial consequences? What do I need to assess? How can I define the abilities that I wantto assess? How can I assess my students? What kinds of assessment tasks shouldI create? How can I score my students responses to these tasks?The authors guide the reader step-by-step through the process ofdeveloping and using classroom-based assessments with clear explanationsand definitions of key terms, illustrative examples, and activities forapplying the approach in practice. Extra resources are available on the website: www.oup.com/elt/teacher/lact Lyle Bachman is Professor Emeritus of Applied Linguistics at the University ofCalifornia, Los Angeles. He serves as a consultant in language testing researchprojects and in developing language assessments for universities and governmentagencies around the world, and he conducts courses and training workshops inlanguage assessment. Barbara Dambock was Director of Studies of the English Department at theTeacher Training Academy in Dillingen, Germany, from 2003 to 2011. From 2003 to2017 she supervised the training of oral examiners for the certification examinationfor elementary school English teachers in Bavaria. She has extensive experience asa classroom teacher, teacher trainer, and teacher of teacher trainers. She conductscourses and workshops for teachers and teacher trainers around the world.