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Testing young foreign language learners’ reading comprehension:Exploring the effects of working memory, grade level, and reading task
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Text authenticity in listening assessment:Can item writers be trained to produce authentic-sounding texts?
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The Routledge handbook of second language acquisition and language testing
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Perspectives on "knowing" a second language:What are we seeking to measure?
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Motivational factors in computer-administered integrated skills tasks:A study of young learners
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Trajectories of language assessment literacy in a teacher-researcher partnership:Locating elements of praxis through narrative inquiry
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Abstract:
In 2011, under the auspices of the Luxembourg Ministry of Education, but initiated and steered by a group of teachers, a researcher-teacher partnership was set-up between Lancaster University (UK) and a team of secondary school teachers in Luxembourg. The aim of the partnership was to (a) explore the potential for redesigning the national end-of-secondary-school English exam to ensure alignment with current approaches to language teaching in the classroom, and (b) help to develop the teaching team’s language assessment literacy, and their capacity to carry out high-stakes language test development work. The partnership provides fertile ground for exploring the concept of “praxis” and its relationship to current understandings of language assessment literacy (LAL). This chapter will explore these issues through narrative inquiry; specifically, an analysis of narratives produced by two teachers and two researchers reflecting on their experiences of the project over the past 6 years. Through a discussion of narrative excerpts, we will demonstrate how narrative inquiry can provide evidence of trajectories of language assessment literacy over time, as well as reveal relations between key characters, and identify complicating factors within overarching plots. The chapter will conclude with a reflection on the usefulness of narrative inquiry as a method for exploring a praxis perspective on language assessment literacy.
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URL: https://eprints.lancs.ac.uk/id/eprint/141373/ https://doi.org/10.1007/978-3-030-35081-9_4
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International language proficiency standards in the local context:Interpreting the CEFR in standard setting for exam reform in Luxembourg
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Towards social justice for item writers:Empowering item writers through language assessment literacy training
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Is anybody listening?:The nature of second language listening in integrated listening-to-summarize tasks
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Language testing in the ‘hostile environment’:The discursive construction of ‘secure English language testing’ in the United Kingdom
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The role of working memory in young second language learners’ written performances
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Going online:The effect of mode of delivery on performances and perceptions on an English L2 writing test suite
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Exploring the role of phraseological knowledge in foreign language reading
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