International Journal of Qualitative Methods | |
Methodological Diversity in Language Assessment Research: The Role of Mixed Methods in Classroom-Based Language Assessment Studies | |
RikaTsushima1  | |
关键词: classroom-based assessment; formative assessment; language assessment; mixed methods research; second language education; | |
DOI : 10.1177/160940691501400202 | |
学科分类:社会科学、人文和艺术(综合) | |
来源: Sage Journals | |
【 摘 要 】
Although an epistemic change often is labeled as a shift, some researchers representing the social sciences consider this paradigm shift as a paradigm expansion (e.g., Pollack, 2007) because epistemological and methodological diversity allows researchers to address a wider range of questions. The third paradigm, mixed methods (MM) research, is claimed to provide a more holistic picture of a research problem by combining two different data sourcesâquantitative and qualitativeâin a single study (Creswell & Plano Clark, 2007; Greene, 2007; Teddlie & Tashakkori, 2009). This article discusses how mixed methods research approaches have been used to enrich the results and to enhance the rigor of classroom-based language assessment investigations, drawing on both the language testing and assessment (hereafter, language assessment) and classroom assessment literature in second language education. The article opens with a brief overview of the methodological evolution in language assessment research. Then, focusing...
【 授权许可】
CC BY-NC
【 预 览 】
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RO201910259856215ZK.pdf | 729KB | download |