Practical but not atheoretical: a reflection on the promise of concept-based instruction in teacher assessment literacy development

Dr Xuan Minh  Ngo

Practical but not atheoretical: a reflection on the promise of concept-based instruction in teacher assessment literacy development

International Education and Lifelong Learning Institute

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

This chapter details the author’s struggle in his attempt to make language assessment courses more practical without sacrificing their theoretical rigour, and demonstrates that:
• Teacher assessment literacy development can be seen as a process of concept formation
• This concept formation process involves the synergy of empirical and scientific concepts
• A potential approach to language assessment education is concept-based instruction (CBI)

Original language	English
Title of host publication	Language assessment literacy and competence
Subtitle of host publication	Volume 1 - Research and reflections from the field
Editors	Beverly Baker, Lynda Taylor
Place of Publication	Cambridge
Publisher	Cambridge University Press
Chapter	12
Pages	213–222
Number of pages	10
ISBN (Print)	9781009802314
Publication status	Published - 1 Jul 2024

Publication series

Name	Studies in language testing
Volume	55

Keywords

Language assessment literacy
Teacher assessment literacy
Concept-based instruction
Vygotsky
Teacher education
Classroom assessment

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Cite this

Ngo, Dr Xuan Minh . / Practical but not atheoretical : a reflection on the promise of concept-based instruction in teacher assessment literacy development. Language assessment literacy and competence: Volume 1 - Research and reflections from the field. editor / Beverly Baker ; Lynda Taylor. Cambridge : Cambridge University Press, 2024. pp. 213–222 (Studies in language testing).

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Practical but not atheoretical: a reflection on the promise of concept-based instruction in teacher assessment literacy development. / Ngo, Dr Xuan Minh .
Language assessment literacy and competence: Volume 1 - Research and reflections from the field. ed. / Beverly Baker; Lynda Taylor. Cambridge: Cambridge University Press, 2024. p. 213–222 (Studies in language testing; Vol. 55).

Research output: Chapter in Book/Report/Conference proceeding › Chapter

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T1 - Practical but not atheoretical

T2 - a reflection on the promise of concept-based instruction in teacher assessment literacy development

AU - Ngo, Dr Xuan Minh

PY - 2024/7/1

Y1 - 2024/7/1

N2 - This chapter details the author’s struggle in his attempt to make language assessment courses more practical without sacrificing their theoretical rigour, and demonstrates that:• Teacher assessment literacy development can be seen as a process of concept formation• This concept formation process involves the synergy of empirical and scientific concepts• A potential approach to language assessment education is concept-based instruction (CBI)

AB - This chapter details the author’s struggle in his attempt to make language assessment courses more practical without sacrificing their theoretical rigour, and demonstrates that:• Teacher assessment literacy development can be seen as a process of concept formation• This concept formation process involves the synergy of empirical and scientific concepts• A potential approach to language assessment education is concept-based instruction (CBI)

KW - Language assessment literacy

KW - Teacher assessment literacy

KW - Concept-based instruction

KW - Vygotsky

KW - Teacher education

KW - Classroom assessment

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UR - https://discover.libraryhub.jisc.ac.uk/search?isn=9781009802314&rn=1

M3 - Chapter

SN - 9781009802314

T3 - Studies in language testing

SP - 213

EP - 222

BT - Language assessment literacy and competence

A2 - Baker, Beverly

A2 - Taylor, Lynda

PB - Cambridge University Press

CY - Cambridge

ER -

Practical but not atheoretical: a reflection on the promise of concept-based instruction in teacher assessment literacy development

Abstract

Publication series

Keywords

UN SDGs

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