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.
|Number of pages||13|
|Publication status||Published - 2000|