Journal article

Developing a comprehensive, empirically based research framework for classroom-based assessment

Kathryn Hill, Tim McNamara

LANGUAGE TESTING | SAGE PUBLICATIONS LTD | Published : 2012

Abstract

This paper presents a comprehensive framework for researching classroom-based assessment (CBA) processes, and is based on a detailed empirical study of two Australian school classrooms where students aged 11 to 13 were studying Indonesian as a foreign language. The framework can be considered innovative in several respects. It goes beyond the scope of earlier models in addressing a number of gaps in previous research, including consideration of the epistemological bases for observed assessment practices and a specific learner and learning focus. Moreover, by adopting the broadest possible definition of CBA, the framework allows for the inclusion of a diverse range of data, including the more..

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University of Melbourne Researchers