This book provides teachers with an entirely new approach to developing
and using classroom-based language assessments. This approach is based
on current theory and practice in the field of language assessment and
on an understanding of the assessment needs of classroom teachers.
The following key questions are addressed:
• Why do I need to assess? What beneficial consequences do I want to help
bring about? How can my assessments help my students learn better and
help me improve my teaching?
• When and how often do I need to assess? What decisions do I need to
make to help bring about these beneficial consequences?
• What do I need to assess? How can I define the abilities that I want
to assess?
• How can I assess my students? What kinds of assessment tasks should
I create? How can I score my students’ responses to these tasks?
The authors guide the reader step-by-step through the process of
developing and using classroom-based assessments with clear explanations
and definitions of key terms, illustrative examples, and activities for
applying the approach in practice.
Extra resources are available on the website: www.oup.com/elt/teacher/lact Lyle Bachman is Professor Emeritus of Applied Linguistics at the University of
California, Los Angeles. He serves as a consultant in language testing research
projects and in developing language assessments for universities and government
agencies around the world, and he conducts courses and training workshops in
language assessment.
Barbara Damböck was Director of Studies of the English Department at the
Teacher Training Academy in Dillingen, Germany, from 2003 to 2011. From 2003 to
2017 she supervised the training of oral examiners for the certification examination
for elementary school English teachers in Bavaria. She has extensive experience as
a classroom teacher, teacher trainer, and teacher of teacher trainers. She conducts
courses and workshops for teachers and teacher trainers around the world.
