Toward a Reconceptualization of Second Language Classroom Assessment: Praxis and Researcher-teacher

An Epistemology of Action for Understanding and Change in L2 Classroom Assessment: The Case for Praxis; Matthew E. Poehner and Ofra Inbar-Lourie.- PART I: REALIZING PRAXIS: EXEMPLARS OF RESEARCHER-TEACHER PARTNERSHIPS.- 'Bringing the Teacher back in': Toward L2 Assessment Praxis in English as an Additional Language Education; Michael Michell and Chris Davison.- Mediation in the Assessment of Language Learning within an Interlingual and Intercultural Orientation: The Role of Reciprocal Interpretation; Angela Scarino.- Trajectories of Language Assessment Literacy in a Teacher-researcher Partnership: Locating Elements of Praxis through Narrative Inquiry; Luke Harding and Tineke Brunfaut.- PART II: RESISTING RESEARCHER-TEACHER HIERARCHIES IN FAVOR OF COOPERATIVE PARTNERSHIPS.- Learning-Oriented Assessment: More than The Chalkface; Constant Leung.- Narrative Inquiry as Praxis: Examining Formative Assessment Practices in a Nature-based Indigenous Language Classroom; Beverly Baker and Joyce Germain.- Learning from Each Other: School-University Collaborative Action Research as Praxis; Cheri Chan and Chris Davison.- PART III: ADDRESSING PROBLEMS OF THEORY AND PRACTICE THROUGH RESEARCHER-TEACHER ENGAGEMENT.- Advancing Written Feedback Practice through a Teacher-Researcher Collaboration in a University Spanish program; Kathryn Hill and Ana Maria Ducasse.- Reconsidering time and process in L2 Dynamic Assessment; Matthew E. Poehner and Rémi A. van Compernolle.- Reconceptualizing Classroom Dynamic Assessment: Lessons from Teacher Practice; Kristin J. Davin and José David Herazo.- PART IV: RESEARCHER-TEACHER ACTION CHALLENGING ASSESSMENT CULTURE.- Addressing the Possibilities and Limitations of Implementing a new Classroom-based Assessment of oral Proficiency; Martin East.- Assessment Literacy as Praxis: Mediating Teacher Knowledge of Assessment-for-learning Practices; Ofra Inbar-Lourie and Tziona Levi