Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/69792

Rethinking and shifting discourses and practices of "Testing": From accuracy to engagement with situated contexts

File Size Format  
2019 03.pdf 2.3 MB Adobe PDF View/Open

Item Summary

Title:Rethinking and shifting discourses and practices of "Testing": From accuracy to engagement with situated contexts
Authors:Drewelow, Isabelle
Koronkiewicz, Bryan
Range, Regina
Date Issued:01 Jan 2019
Publisher:Cengage
Citation:Drewelow, I., Koronkiewicz, B., Range, R. (2019). Rethinking and shifting discourses and practices of "Testing": From accuracy to engagement with situated contexts. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 53-82. http://hdl.handle.net/102015/69792
Abstract:This chapter presents a reflective analysis of the discourse and practices regarding
the written test in three coordinated introductory/intermediate language
programs (French, German, and Spanish) at a large public university. Written
tests that students complete in class are specifically targeted because this type
of assessment tends to reflect traditional ideologies and practices, focused on
measuring accuracy and declarative knowledge, at odds with calls for teaching
(and assessing) language and culture as integrated and situated practices
(Kramsch, 2014; MLA, 2007; National Standards, 2015). This chapter examines how the collective imagined conceptualizations of paper-based written tests affect
discourse, design, and Graduate Teaching Assistants’ professional development.
The analysis starts by considering the terminology used in each program, as
it conveys specific ideologies about testing. To evaluate how successful the
programs’ written tests are in reflecting the pedagogical approach, their role and
position are examined, followed by a comparative analysis of three recent tests.
The contribution then goes on to describe the current procedures for written
test development and offers both a reflection on the challenges encountered and
possibilities for written tests in coordinated language programs going forward.
The chapter concludes with general recommendations to engage into a rethinking
and reframing of what testing language in the classroom means.
URI:http://hdl.handle.net/10125/69792
Volume:2019
Appears in Collections: 2019 PATHWAYS TO PARADIGM CHANGE: CRITICAL EXAMINATIONS OF PREVAILING DISCOURSES AND IDEOLOGIES IN SECOND LANGUAGE EDUCATION


Please email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.

Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.