Using Collaborative Testing to Better Evaluate L2 Classroom Learning

Page No.: 
Glenn Davies, Temple University, Japan Campus

Although collaborative learning activities are now common in contemporary second-language classrooms, they are often accompanied by traditional assessment methods, such as eliciting knowledge and skills from students individually. These assessment methods, however, are inadequate as they provide an incomplete picture of learner abilities and ignore some of the essential communication skills that teachers actually focus on in their teaching. This article looks at the L2 classroom use of collaborative testing. It argues for greater use of this alternative testing method and suggests ways in which it could be introduced to complement current approaches to classroom assessment.