Language Classroom Assessment, Second Edition (English Language Teacher Development)

In the first edition of this book, Dr. Liying Cheng provided an easy-to-follow guide to understanding language classroom assessment, from giving an overview of different forms of assessment to outlining assessment methods and procedures. The second edition of Language Classroom Assessment further explores language assessment, expanding on how to answer the key question: “Have my students learned?”

This edition has also been updated with the newest changes in language assessment research and highlights the interaction of teaching, learning, and assessment. This essential guide provides English language teachers with the knowledge to reflect on their own assessment practices. Dr. Cheng helps you understand and reflect on essential topics, such as:

• The difference between testing and assessment
• The four major aspects of language classroom assessment
• Which assessment tools can support student learning
• The purposes, methods, and procedures for effective assessment
• How to use assessment to motivate student learning
• Demystify the process of assessing language.

Whether you are a new or seasoned teacher, Language Classroom Assessment, Second Edition is an essential resource for anyone who wants to improve their assessment practices.

About the English Language Teacher Development Series
As the English language teaching field continually reinvents itself, the pressure is intense for language teachers to update their knowledge. The English Language Teacher Development Series is a set of short resource books written in an accessible manner for all types of teachers of English. The series offers a theory-to-practice approach, a variety of practical methods, and time for reflections that allow teachers to interact with the materials presented. The books can be used in preservice settings, in-service courses, and by individuals looking for ways to refresh their practice.

Liying Cheng, PhD, is professor and director of the Assessment and Evaluation Group at the Faculty of Education, Queen’s University, in Ontario, Canada. Cheng focuses her research on using assessment to support student and teacher learning, particularly with regard to linguistically and culturally diverse people around the world.

Thomas S. C. Farrell, PhD, is a professor at Brock University, Canada. His professional interests include reflective practice and second language teacher education and development. He has published widely in these areas.