LINGUIST List 29.3670

Mon Sep 24 2018

FYI: Call for Book Chapters: Revisiting the Interfaces between Language Learning and Assessment

Editor for this issue: Everett Green <everettlinguistlist.org>


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Date: 15-Sep-2018
From: Sahbi Hidri <sahbihidrigmail.com>
Subject: Call for Book Chapters: Revisiting the Interfaces between Language Learning and Assessment
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Revisiting the Interfaces between Language Learning and Assessment

Editor: Sahbi Hidri

Introduction:

Assessment has always been perceived as leading to outcomes and accountability in all official documents as administered by policy makers. Assessment is said to support students’ learning outcomes at their different educational levels, thus reflecting students’ experiences in making progress as learners and as future users of the language. It is commonly believed that assessment plays a key role in language learning and teaching and most often teachers face the plethora of how and when to assess learners’ in a given course unless such assessment tasks are explicitly stated in an official document. In many educational contexts, ELT practitioners have been grappling with the dilemma of intertwining assessment with learning. Such an interface has been debated in research. Yet, it has remained arguable whether assessment provides feedback for learners at the right time with the right amount and quality of information so that learners can attain their learning autonomy. Standardized exams have been gaining territory for practical reasons. At the same time, other alternative forms of assessment, such as formative assessment, learning-oriented assessment, assessment for learning, assessment of learning, have been gaining territory to check whether assessment can improve learning. Therefore, it is at this level that ELT practitioners, such as testing experts, educators, applied linguists and researchers, should be aware of the intricacies of the link between learning and assessment.

Objectives:

This book aims to explore the interface between assessment and learning. Also, it addresses the problem-solving contexts, for instance, that learners, teachers and test designers might face in integrating assessment with learning. In general, the book is both theoretical and practical, as it highlights the ways assessment and learning are integrated to build fair assessments for learners in ESL and/or EFL contexts.

Target Audience:

The book is targeted towards many stakeholders, such as policy makers, students, teachers, test designers, ELT professionals and practitioners, program evaluators, curriculum designers and many others. Recommended topics include, but are not limited to, the following areas:

- Assessment literacy
- Modern vs. classical test theories
- Assessment for learning
- Assessment of learning
- Learning-oriented assessment
- Validation of test specifications
- Standard vs. Standardized assessment
- Continuous assessment
- Summative assessment
- Formative assessment
- Classroom-based assessment
- Diagnosing learners’ -SLA and language assessment
- Dynamic assessment
- Alternative assessment
- Issues in types of tests: diagnostic, placement, progress, achievement, proficiency
- Assessing critical thinking
- Washback in language testing
- Test usefulness qualities
- Test fairness
- Assessment ethics
- Assessment accountability
- Formative role of continuous assessment assessment needs

You are invited to submit a 250-word abstract to explain the topic under study before September 30, 2018. Authors of accepted proposals will be notified about the status of their proposals by October 15, 2018. All submitted chapters will be double-blind reviewed.

Contributors to this book may be requested to serve as reviewers of the chapters.

Chapter guidelines:

Chapter length should be 6000 to 8000 words inclusive of tables, figures, appendices and references. Authors should use the APA style, 6th edition (http://www.apastyle.org/) and they should follow these guidelines:
- Title: 10-15 words maximum
- Abstract: 200-250 words
- Keywords: 5 to 7
- Introduction
- Theoretical Background
- Research Problem
- Rationale (including the research questions)
- Method
- Data Analysis
- Discussion
- Implications (pedagogical, research & methodological
- Recommendations
- Conclusion
- Appendices, if any
- References

Publisher:

This book will be published by IGI, a Scopus-indexed publisher.

Important dates:

1st Proposal submission deadline: September, 30, 2018
Notification of acceptance: October 15, 2018
Full chapter submission: December 20, 2018
Review process: January, 2019
Revised chapter submission: February, 2019
Final acceptance notifications: March, 2019
Publication release: April, 2019

Please send your inquiries to Sahbi Hidri: sahbihidrigmail.com


Linguistic Field(s): Not Applicable

Subject Language(s): English (eng)


Page Updated: 24-Sep-2018