Methodological Diversity in Language Assessment Research: The Role of Mixed Methods in Classroom-Based Language Assessment Studies

International Journal of Qualitative Methods

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 sources—quantitative and qualitative—in 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