2 Assessment Reform Group. (2002). Assessment for learning: Ten principles. Retrieved March 28, 2019 from http://www.hkeaa.edu.hk/DocLibrary/SBA/HKDSE/Eng_DVD/doc/Afl_principles.pdf
3 Bachman, L., & Damböck, B. (2017). Language assessment for classroom teachers. Oxford, England: Oxford University Press.
4 Berkowitz, M. W., Bier, M. C., & McCauley, B. (2016, July). Effective features and practices that support character development. Paper presented at the National Academies of Sciences, Engineering, and Medicine Workshop on Defining and Measuring Character and Character Education, Washington, DC.
5 Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7–68.
6 Carless, D. (2015). Exploring learning‐oriented assessment processes. Higher Education, 69(6), 963–76.
7 Colby‐Kelly, C., & Turner, C. E. (2007). AFL research in the L2 classroom and evidence of usefulness: Taking formative assessment to the next level. The Canadian Modern Language Review, 64(1), 9–38.
8 Coombe, C., Folse, K., & Hubley, N. (2007). A practical guide to assessing English language learners. Ann Arbor: Michigan University Press.
9 Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge, England: Cambridge University Press.
10 Cumming, A. (2009). What needs to be developed to facilitate classroom‐based assessment? TESOL Quarterly, 43(3), 515–19.
11 Davison, C., & Leung, C. (2009). Current issues in English language teacher‐based assessment. TESOL Quarterly, 43(3), 393–415.
12 Earl, L. M. (2013). Assessment as learning: Using classroom assessment to maximize student learning. (2nd ed.). Thousand Oaks, CA: Corwin Press.
13 Gottlieb, M. (2016). Assessing English language learners: Bridges to equity (2nd ed.). Thousand Oaks, CA: Corwin Press.
14 Heritage, M. (2010). Formative assessment: Making it happen in the classroom. Thousand Oaks, CA: Corwin Press.
15 Jones, N., & Saville, N. (2016). Learner oriented assessment: A systemic approach. Cambridge, England: Cambridge University Press.
16 McMillan, J. H. (2011). Classroom assessment: Principles and practices for effective standards‐based instruction. New York, NY: Pearson.
17 Moss, C. M., & Brookhart, S. M. (2009). Advancing formative assessment in every classroom: A guide for instructional leaders. Alexandria, VA: ASCD.
18 Moss, P. (2008). Sociocultural implications for assessment I: Classroom assessment. In P. Moss, D. C. Pullin, J. P. Gee, E. H. Haertel, & L. J. Young (Eds.), Assessment, equity, and opportunity to learn (pp. 222–58). Cambridge, England: Cambridge University Press.
19 National Board for Professional Teaching Standards. (2010). English as a New Language Standards. (2nd ed.). Retrieved March 28, 2019 from https://www.nbpts.org/wp-content/uploads/ECYA-ENL.pdf
20 Rea‐Dickins, P. (2006). Currents and eddies in the discourse of assessment: A learning‐focused interpretation. International Journal of Applied Linguistics, 16(2), 164–88.
21 Sardareh, S. A., & Saad, M. R. M. (2012). A sociocultural perspective on assessment for learning: The case of a Malaysian primary school ESL context. Procedia—Social and Behavioral Sciences, 66, 343–53.
22 Shepard, L. A., Penuel, W. R., & Davidson, K. L. (2017). Design principles for new systems of assessment. Phi Delta Kappan. Retrieved March 28, 2019 from http://www.kappanonline.org/design-principles-new-systems-assessment/
23 Sigman, D., & Mancuso, M. (2017). Designing a comprehensive assessment system. San Francisco, CA: WestEd.
24 Stoynoff, S., & Chapelle, C. A. (2005). ESOL tests and testing. Alexandria, VA: TESOL.
25 Swain, M., Kinnear, P., & Steinman, L. (2011). Sociocultural theory in second language education: An introduction through narratives. Bristol, England: Multilingual Matters.
26 Turner, C. E., & Purpura, J. E. (2016). Learning‐oriented assessment in second and foreign language classrooms. In D. Tsagari & J. Banerjee (Eds.), Handbook of second language assessment (pp. 255–72). Boston, MA: De Gruyter.
27 Wiliam, D. (2011). Embedded formative assessment. Bloomington, IN: Solution Tree.
28 Wiliam, D., & Leahy, S. (2015). Embedding formative assessment: Practical techniques for K‐12 classrooms. West Palm Beach, FL: Learning Sciences International.
Suggested Readings
1 Davison, C., & Leung, C. (Eds.). (2009). TESOL Quarterly, 43(3). (Special issue on teacher‐based assessment: An international perspective on theory and practice).
2 Heritage, M., Walqui, A., & Linquanti, R. (2013, June). Formative assessment as contingent teaching and learning: Perspectives on assessment as and for language learning in the content areas. Paper presented at the AERA Meeting, San Francisco, CA.
3 Rea‐Dickins, P. (2008). Classroom‐based language assessment. In E. Shohamy & N. H. Hornberger (Eds.), Encyclopedia of language and education. Vol. 7: Language testing and assessment (pp. 257–71). New York, NY: Springer.
Note
1 Based in part on A. Katz and M. Gottlieb (2012). Assessment in the classroom. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. John Wiley & Sons Inc., with permission.
Assessment of Cultural Knowledge
ELIZABETH STALLMAN MADDEN
Introduction
This entry examines how cultural knowledge is defined and assessed. It addresses the long‐standing interest in applied linguistics and related disciplines, such as intercultural communication, education, psychology, and anthropology, in how culture can be taught and learned. The substantial growth in the field of international educational exchange since the turn of the 21st century has heightened this interest in language and culture learning, and the research and applied literatures have expanded accordingly (Lange & Paige, 2003). Related to this growth is the development of cultural knowledge assessment instruments (Paige, 2004; Fantini, 2009).
This entry presents a conceptual map to introduce how cultural knowledge is defined and assessed to provide a foundation for the discussion of assessment instruments. Next, the dimensions of cultural knowledge are examined in greater detail and four assessment instruments related to those dimensions are presented. The entry condenses decades of theory and research, hence necessarily simplifies the very complex topic of cultural knowledge and assessment. Much of what is discussed originates from disciplines other than the applied linguistics or language education fields. This is not to discount the substantial body of knowledge linking language and culture (Kramsch, 1998; Lange & Paige, 2003; Lussier, 2007; Byram, 2008), but to acknowledge the focus on culture per se.
Conceptualizing Cultural Knowledge
Paige's (2006) description of culture learning provides a useful frame of reference for assessment of cultural knowledge. He describes culture learning as a process of acquiring and acting upon five primary dimensions of cultural knowledge: (a) cultural self‐awareness—explicit knowledge of one's own preferred values, beliefs,