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Papers by Constant Leung
Language Assessment Quarterly, 2004
Classroom-based formative assessment by teachers has received a good deal of renewed scholarly an... more Classroom-based formative assessment by teachers has received a good deal of renewed scholarly and policy interest. The overall aim of this article is to foreground some of the key constitutive issues in this approach to teacher assessment and to suggest possible ways of ...
Language Assessment Quarterly, 2007
Assessment has been at centre stage of educational reform in England and Wales in the past 15 yea... more Assessment has been at centre stage of educational reform in England and Wales in the past 15 years. This article argues that official educational assessment policy is essentially indifferent to the technical, pedagogic, and epistemological issues related to different forms of assessment. Policymakers are primarily concerned with “delivering” educational success in terms of reportable rising levels of attainment. The first part of this article provides a contextualized account of the use of assessment as an educational policy instrument and some of the consequences for pedagogy and curriculum provision. Our focal point here is on the assessment of English within the National Curriculum. The second section of the article amplifies our central argument—that policy is uninterested in the technical and educational issues involved in assessment—by offering a detailed critique of the limited and impoverished nature of the infrastructure and support available for teachers to carry out teacher assessment, with particular reference to the assessment of English for pupils whose first/home language is a language other than English. Research data are used to support our observations and arguments. We suggest that there is an urgent need to clarify the distinctions between summative and formative assessment, between the assessment of English as a first language and English as an Additional Language, and between a grammar-based view of English and a cross-curriculum discourse and communication-oriented view of English.
Linguistics and Education, 2005
This article suggests that there is a tendency to argue for or against bilingual education in ter... more This article suggests that there is a tendency to argue for or against bilingual education in terms of productivity (student attainment expressed as test scores), and that productivity is discussed in terms of division of time, curriculum and speakers. Although this orientation has produced some valuable macrolevel accounts, it does not address the need for close-up interaction data showing how language(s) are used by teachers and students in classroom activities. It is argued that such data is vital for understanding language and curriculum content learning in specific local contexts, which in turn can be fed into wider discussions on pedagogy and policy in bilingual education.
Language Assessment Quarterly, 2004
Classroom-based formative assessment by teachers has received a good deal of renewed scholarly an... more Classroom-based formative assessment by teachers has received a good deal of renewed scholarly and policy interest. The overall aim of this article is to foreground some of the key constitutive issues in this approach to teacher assessment and to suggest possible ways of ...
Language Assessment Quarterly, 2007
Assessment has been at centre stage of educational reform in England and Wales in the past 15 yea... more Assessment has been at centre stage of educational reform in England and Wales in the past 15 years. This article argues that official educational assessment policy is essentially indifferent to the technical, pedagogic, and epistemological issues related to different forms of assessment. Policymakers are primarily concerned with “delivering” educational success in terms of reportable rising levels of attainment. The first part of this article provides a contextualized account of the use of assessment as an educational policy instrument and some of the consequences for pedagogy and curriculum provision. Our focal point here is on the assessment of English within the National Curriculum. The second section of the article amplifies our central argument—that policy is uninterested in the technical and educational issues involved in assessment—by offering a detailed critique of the limited and impoverished nature of the infrastructure and support available for teachers to carry out teacher assessment, with particular reference to the assessment of English for pupils whose first/home language is a language other than English. Research data are used to support our observations and arguments. We suggest that there is an urgent need to clarify the distinctions between summative and formative assessment, between the assessment of English as a first language and English as an Additional Language, and between a grammar-based view of English and a cross-curriculum discourse and communication-oriented view of English.
Linguistics and Education, 2005
This article suggests that there is a tendency to argue for or against bilingual education in ter... more This article suggests that there is a tendency to argue for or against bilingual education in terms of productivity (student attainment expressed as test scores), and that productivity is discussed in terms of division of time, curriculum and speakers. Although this orientation has produced some valuable macrolevel accounts, it does not address the need for close-up interaction data showing how language(s) are used by teachers and students in classroom activities. It is argued that such data is vital for understanding language and curriculum content learning in specific local contexts, which in turn can be fed into wider discussions on pedagogy and policy in bilingual education.