Coming to Terms with Assessment Innovation: Conclusions and Recommendations

Abstract

This concluding chapter draws on the data to address the fundamental questions regarding interact as stated in Chap. 1 : What are teachers and students making of the innovation? What is working, what is not working, what could work better? What are the implications, both for on-going classroom practice and for on-going evaluation of the assessment? The chapter begins with an overview of the essential theoretical drivers for interact. A summary of findings is then presented and discussed in terms of the perceived usefulness of interact, and then in the light of the theoretical issues raised in Chaps. 1, 2, and 3. The chapter continues with a discussion of the tensions between static and dynamic models of assessment, and the implications for assessments such as interact. Recommendations for enhancing assessments of spoken communicative proficiency are then made. Finally, limitations of the present study are discussed, and implications for future research presented.