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While assessment and feedback tend to be treated separately in the L2 writing literature, this book brings together these two essential topics and examines how effective classroom assessment and feedback can provide a solid foundation for the successful teaching and learning of writing. Drawing upon current educational and L2 writing theories and research, the book is the first to address writing assessment and feedback in L2 primary and secondary classrooms, providing a comprehensive, up-to-date review of key issues, such as assessment for learning, assessment as learning, teacher feedback,…mehr
While assessment and feedback tend to be treated separately in the L2 writing literature, this book brings together these two essential topics and examines how effective classroom assessment and feedback can provide a solid foundation for the successful teaching and learning of writing. Drawing upon current educational and L2 writing theories and research, the book is the first to address writing assessment and feedback in L2 primary and secondary classrooms, providing a comprehensive, up-to-date review of key issues, such as assessment for learning, assessment as learning, teacher feedback, peer feedback, portfolio assessment, and technology enhanced classroom writing assessment and feedback. The book concludes with a chapter on classroom assessment literacy for L2 writing teachers, outlines its critical components and underscores the importance of teachers undertaking continuing professional development to enhance their classroom assessment literacy. Written in an accessible style, the book provides a practical and valuable resource for L2 writing teachers to promote student writing, and for teacher educators to deliver effective classroom writing assessment and feedback training. Though the target audience is school teachers, L2 writing instructors in any context will benefit from the thorough and useful treatment of classroom assessment and feedback in the book.
Icy Lee is a professor at The Chinese University of Hong Kong, where she is currently serving as Chairperson of the Department of Curriculum and Instruction. She has taught English as a secondary school teacher in Hong Kong and served as an ESL instructor at Douglas College and Simon Fraser University in Vancouver, Canada. Before she joined The Chinese University of Hong Kong in 2007, she worked at the Institute of Language in Education (now the Education University of Hong Kong), Hong Kong Polytechnic University, Hong Kong Baptist University, and the University of Hong Kong. She is an internationally recognised expert on second language writing, best known for her work on feedback in L2 writing; her article “Understanding teachers’ written feedback practices in Hong Kong secondary writing classrooms” won the 2008 Journal of Second Language Writing Best Paper Award. She has delivered over 100 talks, including invited and plenary conference presentations in Brunei, China, Hong Kong, Japan, Korea, Taiwan, Thailand, Spain, the USA, and New Zealand. Her publications, numbering over 100 and comprising journal articles, book chapters and others, have appeared in more than 15 international journals in the fields of TESOL and teacher education, such as TESOL Quarterly, Journal of Second Language Writing, Language Teaching, and Teacher Education Quarterly. She has received several prestigious international awards, including the TESOL Award for Excellence in the Development of Pedagogical Materials (1999) and the TESOL Award for Excellence in Teaching (2010). She was previously Chair of the NNEST (Nonnative English Speakers in TESOL) Interest Section of the International TESOL Association, as well as former President of the Hong Kong Association for Applied Linguistics.
Inhaltsangabe
1 Introduction.- 2 Purpose, theory, and practice of classroom L2 writing assessment.- 3 Assessment for learning in the L2 writing classroom.- 4 Assessment as learning in the L2 writing classroom.- 5 Perspectives on feedback in L2 writing.- 6 Teacher feedback in L2 writing.- 7 Peer feedback in L2 writing.- 8 Portfolios in classroom L2 writing assessment.- 9 Technology in classroom L2 writing assessment and feedback.- 10 Classroom assessment literacy for L2 writing teachers.
1 Introduction.- 2 Purpose, theory, and practice of classroom L2 writing assessment.- 3 Assessment for learning in the L2 writing classroom.- 4 Assessment as learning in the L2 writing classroom.- 5 Perspectives on feedback in L2 writing.- 6 Teacher feedback in L2 writing.- 7 Peer feedback in L2 writing.- 8 Portfolios in classroom L2 writing assessment.- 9 Technology in classroom L2 writing assessment and feedback.- 10 Classroom assessment literacy for L2 writing teachers.
1 Introduction.- 2 Purpose, theory, and practice of classroom L2 writing assessment.- 3 Assessment for learning in the L2 writing classroom.- 4 Assessment as learning in the L2 writing classroom.- 5 Perspectives on feedback in L2 writing.- 6 Teacher feedback in L2 writing.- 7 Peer feedback in L2 writing.- 8 Portfolios in classroom L2 writing assessment.- 9 Technology in classroom L2 writing assessment and feedback.- 10 Classroom assessment literacy for L2 writing teachers.
1 Introduction.- 2 Purpose, theory, and practice of classroom L2 writing assessment.- 3 Assessment for learning in the L2 writing classroom.- 4 Assessment as learning in the L2 writing classroom.- 5 Perspectives on feedback in L2 writing.- 6 Teacher feedback in L2 writing.- 7 Peer feedback in L2 writing.- 8 Portfolios in classroom L2 writing assessment.- 9 Technology in classroom L2 writing assessment and feedback.- 10 Classroom assessment literacy for L2 writing teachers.
Rezensionen
"This book is neatly organized and readable and provides L2 school teachers practical tips and suggestions on classroom writing assessment and feedback. ... this book is not just about assessment and feedback; it actually deals with how to teach writing, where teaching, learning, feedback, and assessment are all connected." (Fumie Togano, JALT Journal, Vol. 41 (2), November, 2019) "The book is a valuable resource, providing guiding principles and detailed procedures for effective classroom writing assessment, abundant examples of feedback forms, scoring rubrics, assessment sheets, evaluation forms, and a rich list of references. ... It is well written with lucid language and it is easy to follow with uniform structure; for example, each chapter begins with an introduction of key terms and ends with a concise summary." (Tarun Sarkar And Xiangdong Gu, tesol Quarterly, Vol. 52 (2), 2018)
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