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Developing a Formative Assessment Instrument for an In-service Speaking Course

  • Rezvan Rashidi PourfardEmail author
Chapter
Part of the Second Language Learning and Teaching book series (SLLT)

Abstract

This chapter presents the report of a piece of action research on developing a classroom-based assessment instrument for a speaking module in an EFL context. The instrument was designed for formative assessment for a group of student teachers studying in an in-service ELT course in Iran. The study was designed to address the problems of the absence of an assessment instrument and formative assessment in an oral reproduction module. The chapter illustrates the procedure of developing an instrument and implementing it as a formative assessment tool to promote learning through teacher, self and peer assessment feedback. The chapter aims at shedding some light on the requirements and components of a classroom-based assessment instrument. It also demonstrates how the use of the instrument in the module for the learning purpose benefited the participants both as learners and teachers. The chapter aims at raising the awareness of novice teachers and test developers on the basic considerations and challenges of developing an assessment instrument; it also sheds light on impact of using different types of feedback on the participants’ learning. The chapter can inspire teacher educators about how, through loop input, the process of delivering a module can turn into learning content for student teachers. It provides the reader with the instrument components included in the appendix, too.

Keywords

Speaking Assessing speaking Approaches in assessing speaking Formative assessment 

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Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  1. 1.Ministry of EducationIsfahanIran

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