The current study examined the validity of classroom-based English assessment in the elementary school context using a validity analysis framework, which includes cognitive, instructional, and inferential validity components. As a case study, it evaluated two unit achievement tests administered to 142 6th grade students. Three types of data (i.e., the curricular learning goals, instructional contents covered for the two units, and two unit achievement tests and scores) were collected and analyzed for the classroom-based assessment validity argument. Results revealed that the two tests were relevant to the curriculum and instruction; however, there was a lack of correspondence between the two tests and the curriculum (cognitive validity); moreover, the instructional contents were not sufficiently covered with representative test items (instructional validity). While the test items functioned as expected, students showed a wide range of achievement, which was not expected in the achievement test context (inferential validity). The findings suggest implications for the development and use of classroom-based assessment for young language learners.

The usefulness of self-assessment for evaluation purposes has been controversial among language testers and teachers, pointing to the long-held psychometric concerns of its low-leveled reliability for assessment. This study aimed at exploring the possibility of enhancing the reliability of self-assessment used in a college English classroom (n=32) by diagnosing a cause of deteriorating the reliability quality of self-assessment and seeking measures to offset the negative factor for future use. In order to achieve the goals of the study, internal consistency reliabilities were obtained before and after an improvement was made in the self-assessment. Students’ feedback on the self-assessment was sought through a focus-group interview. Next, a multiple regression analysis was conducted to see if self-assessment can be a significant predictor in students’ final grades in the course. The independent variables used for this study were final exam, midterm exam, and five self-assessments. The results of the analyses are as follows: 1) from the focus-group interview on the 6th week of semester, a subjectivity problem of self-assessments was found and a new set of items in a quiz format were added for its modified version, 2) Cronbach’s α’s of self-assessments have drastically gone up from its original ones (.514-.546) to modified ones (.614-.850), and 3) four variables were included in the final model predicting students’ final grades: final exam, midterm exam, third and second self-assessments. Based on the findings, a new perspective on reliability issues in self-assessment was proposed.

This study investigates a teacher"s practice regarding how Dynamic Assessment (Dixon-Krauss, 1996) is realized in his evaluative activities in a language classroom. First of all, the study pinpoints eight properties of dynamic assessment, and operationally defines and classifies the teacher"s evaluative activities into 6 categories: prior knowledge check, assignment review, task comprehension check, task customization, instance quiz, and achievement check. Furthermore, the study examines how the teacher"s evaluative activities are worked out for a small group of children who are learning their heritage language (Korean). The effectiveness and potentiality of dynamic assessment for a language classroom organized by special purposes are also discussed.

To date almost no research has been reported on language teachers" assessment practices in university, with the belief that those practices are up to teachers" individual decision-making as part of instruction. The present study investigated the long-ignored English teachers" assessment practices (testing and grading) through university student perception indices, found in the questionnaire and interviews, by looking at how students feel about their teacher"s current assessment practices. The research findings revealed that students were concerned about their teachers" low quality of tests, absence of communication channels for checking test results and grades with teachers, and undemocratic testing ambience. Implications for future research and assessment were suggested to look for possibilities of bringing in critical language testing (CLT) to the university classroom.

Indoor air quality has been addressed as an important atmospheric environmental issue and has caught attention of the public in recent years in Korea. Good indoor air quality in classrooms favour student's learning ability, teacher and staff's productivity according to other studies. In this study, each classroom at four different schools was chosen for comparison of indoor and outdoor air quality by means of source generation types such as new constructed classroom, using of cleaning agents and purchased furniture. Temperature, relative humidity (RH), carbon dioxide (CO2), formaldehyde (HCHO), total volatile organic compounds (TVOCs) and particulate matter with diameter less than 10 ㎛ (PM10) were monitored at indoor and outdoor locations during lesson. HCHO was found to be the worst among parameters measured in new constructed classroom, HCHO and TVOCs was worst in classroom with new purchased furniture, and TVOCs was worst in classroom cleaned by cleaning agents. Indoor CO2 concentrations often exceeded 1500 ppm indicating importance of ventilation. Active activity of students during break time made the PM10 concentration higher than a lesson. Improvements and further researches should be carried out considering indoor air quality at schools is of special concern since children and students are susceptible to poor air quality.