Evaluating Classroom Communication: In Support of Emergent and Authentic Frameworks in Second Language Assessment
DOI
https://doi.org/10.7275/agtm-cr11
Abstract
This paper addresses sociocultural theory and pedagogy (Vygotsky 1978, Lantolf 2000) in the second language classroom, particularly as it relates to student assessment. While teaching practices may be evolving to reflect the theory, methods of assessment are still largely the same: based on a priori structures and grammar (Hopper and Thompson 1993). Authentic assessment (Wiggins 1990) and instructional conversations (Tharp and Gallimore 1988) are introduced as better methods for student assessment in language classrooms that operate within the sociocultural framework. Accessed 53,291 times on https://pareonline.net from July 25, 2002 to December 31, 2019. For downloads from January 1, 2020 forward, please click on the PlumX Metrics link to the right.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Mantero, Miguel
(2019)
"Evaluating Classroom Communication: In Support of Emergent and Authentic Frameworks in Second Language Assessment,"
Practical Assessment, Research, and Evaluation: Vol. 8, Article 8.
DOI: https://doi.org/10.7275/agtm-cr11
Available at:
https://scholarworks.umass.edu/pare/vol8/iss1/8