Relating research and professional development: assessment task design

Gillian Wigglesworth

Relating research and professional development: assessment task design

Gillian Wigglesworth

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Abstract

In Australia, the presence of a large-scale, nationally funded, English language program for migrants has provided a unique site for research into a range of aspects of language learning. This paper explores the contribution that participation in research can make to teacher professional development, using as an example a large-scale investigation of the competency-based assessment practices which are used in the Australian Adult Migrant English Program (AMEP). The project illustrates the ways in which research can involve teachers in investigative and reflective activities which enhance their understanding of assessment issues while at the same time offering concrete findings which can inform teaching and assessment practice.

Original language	English
Pages (from-to)	52-64
Number of pages	13
Journal	Prospect
Volume	15
Issue number	3
Publication status	Published - 2000

Bibliographical note

Publisher version archived with the permission of the Editor, Prospect, Macquarie University, NSW, Australia. This copy is available for individual, non-commercial use. Permission to reprint/republish this version for other uses must be obtained from the publisher.

Access to Document

Mq-35107-Publisher version (open access)Final published version, 766 KBLicence: Unspecified

Cite this

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title = "Relating research and professional development: assessment task design",

abstract = "In Australia, the presence of a large-scale, nationally funded, English language program for migrants has provided a unique site for research into a range of aspects of language learning. This paper explores the contribution that participation in research can make to teacher professional development, using as an example a large-scale investigation of the competency-based assessment practices which are used in the Australian Adult Migrant English Program (AMEP). The project illustrates the ways in which research can involve teachers in investigative and reflective activities which enhance their understanding of assessment issues while at the same time offering concrete findings which can inform teaching and assessment practice.",

author = "Gillian Wigglesworth",

note = "Publisher version archived with the permission of the Editor, Prospect, Macquarie University, NSW, Australia. This copy is available for individual, non-commercial use. Permission to reprint/republish this version for other uses must be obtained from the publisher.",

year = "2000",

language = "English",

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pages = "52--64",

journal = "Prospect",

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publisher = "National Centre for English Language Teaching and Research",

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PY - 2000

Y1 - 2000

N2 - In Australia, the presence of a large-scale, nationally funded, English language program for migrants has provided a unique site for research into a range of aspects of language learning. This paper explores the contribution that participation in research can make to teacher professional development, using as an example a large-scale investigation of the competency-based assessment practices which are used in the Australian Adult Migrant English Program (AMEP). The project illustrates the ways in which research can involve teachers in investigative and reflective activities which enhance their understanding of assessment issues while at the same time offering concrete findings which can inform teaching and assessment practice.

AB - In Australia, the presence of a large-scale, nationally funded, English language program for migrants has provided a unique site for research into a range of aspects of language learning. This paper explores the contribution that participation in research can make to teacher professional development, using as an example a large-scale investigation of the competency-based assessment practices which are used in the Australian Adult Migrant English Program (AMEP). The project illustrates the ways in which research can involve teachers in investigative and reflective activities which enhance their understanding of assessment issues while at the same time offering concrete findings which can inform teaching and assessment practice.

M3 - Article

VL - 15

SP - 52

EP - 64

JO - Prospect

JF - Prospect

SN - 0814-7094

IS - 3

ER -

Relating research and professional development: assessment task design

Abstract

Bibliographical note

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Cite this