[EDLING:220] CFP: Teacher-Based Assessment, TQ Special Issue

[Francis M Hult]

http://www.tesol.org/s_tesol/bin.asp?CID=209&DID=8417&DOC=FILE.PDF

Call for Abstracts
TESOL Quarterly, Special-Topic Issue
September 2009

Teacher-Based Assessment: An International Perspective on Theory and Practice
TESOL Quarterly seeks abstracts for its 2009 special-topic issue on teacher-based 
assessment. In this mode of assessment, teachers plan the assessment program, identify 
and develop appropriate assessment tasks, and make the final judgments. Because the 
assessments are integrated into the teaching and learning process, students can also 
play an active role, particularly through peer and/or self-assessment. This issue of 
TESOL Quarterly will share the diverse research currently being conducted on 
teacher-based assessment. Specifically, we solicit papers addressing one or more of 
the following areas:

1. Basic research into ethics, trustworthiness, and fairness; the epistemological 
relationship between testing and assessment; the reconceptualization of validity and 
reliability; and other key constitutive issues.

2. Research into (a) varieties of teacher-based assessment practices, and their 
similarities and differences; (b) factors that affect teacher judgments; (c) the role 
of different gender and cultural orientations in making judgments.

3. Studies of formative assessment practices and their effects on student learning: 
The relationship between assessment, feedback, and learning, including an 
interventionist approach, dynamic assessment, and the questions it raises regarding 
learner autonomy.

4. Research into the development, implementation, and evaluation of so-called 
alternative assessment practices, for example, portfolio assessment, peer 
conferencing, self-assessment, and technology-enhanced assessment practices.

5. Research into system-level change, including the impact on teachers and learners of 
teacher-based assessment systems in schools; the effect(s) of importing assessment 
approaches from other cultures; comparative perspectives on assessment policies and 
programs; the impact of standards-based assessment on teachers and learners.

6. Research into issues of teacher training and professional development in 
assessment; the issues involved may cover a broad range of topics such as underlying 
models of language with multiple varieties of English, quality and progress indicators 
of readiness for teacher-based assessment, and different approaches to teacher 
development in assessment.

Abstracts should describe previously unpublished research that is either empirically 
or theoretically oriented, that integrates theory and practice, and that includes 
implications for TESOL professionals. In addition to full-length articles, we solicit 
empirical or issues papers for Brief Reports and Summaries and the Forum. We also 
encourage reviews of existing books and resources for the Reviews section. Please 
direct inquiries to Chris Davison (cdavison at hku.hk) or Constant Leung 
(constant.leung at kcl.ac.uk).

How to submit: Please send a two-page abstract for a full-length article, a one-page 
abstract for a Brief Report or Forum piece, and a 150-word abstract for a book review. 
For all submissions, send a brief biographical statement (50 words) on a separate 
page, mailing address, e-mail address, and telephone and fax numbers. If submitting by 
post, please send three copies.

Submit materials via e-mail or by post to Scarlet Poon, Faculty of Education, 
University of Hong Kong, Room 324A, Hui Oi Chow Science Building, Pokfulam Road, Hong 
Kong SAR, China. Email: scarletws at hku.hk. Abstracts are due December 31, 2007.