Snares and silver bullets: Disentangling the construct of formative assessment

Language Testing

Volumn 17, Issue 2, 2000, Pages 215-243

  Rea Dickins, Pauline ^a   Gardner, Sheena ^b  

^a UNIVERSITY OF BRISTOL   (United Kingdom)

^b UNIVERSITY OF WARWICK   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84990338760     PISSN: 02655322     EISSN: None     Source Type: Journal    
DOI: 10.1177/026553220001700206     Document Type: Article

References (9)

1. Bachman, L. F. 1990: Fundamental considerations in language testing. Oxford: Oxford University Press.
2. Bachman, L. F. and Palmer, A. S. 1996: Language testing in practice. Oxford: Oxford University Press.
3. Gardner, S. and Rea-Dickins, P. 1999: Literacy and oracy assessment in an Early Years Intervention Project: the roles of English language stages. In O”Brien, T., editor, Language and literacies, British Studies in Applied Linguistics, 14, Clevedon: British Association for Applied Linguistics in association with Multilingual Matters, 14-25.
4. Genesee, F. and Upshur, J. A. 1996: Classroom-based evaluation in second language education. New York: Cambridge University Press.
5. Harlen, W. and James, M. 1997: Assessment and learning: differences and relationships between formative and summative assessment. Assessment in Education 4, 365-379.
6. Hughes, A. 1990: Testing for language teachers. Cambridge: Cambridge University Press.
7. Rea-Dickins, P., Gardner, S. and Clayton, E. 1998: Investigating the language assessment of learners with EAL. Unpublished report for Minority Group Support Services, Coventry City Council Education Service, University of Warwick.
8. Shohamy, E. 1998: Applying a multiplism approach. In Li, E. and James, G., editors, Testing and evaluation in second language education. Hong Kong: Language Centre, The Hong Kong University of Science and Technology.
9. Weir, C. J. 1993: Understanding and developing language tests. London: Prentice Hall International English Language Teaching.