Abstracts - Earli

therefore the given codes can be interpreted independently of the coders. Advantages of usinggeneralisability theory to examine coder reliability are discussed in contrast to other approaches.Development of English can-do framework and its application to high school English classesNaoyuki Naganuma, Seisen University, JapanRecently the Common European Framework of Reference for Languages has increased itspopularity in Japanese English language educational context. Can-do scales or items are becomingmore and more important as indicators of current English abilities of learners which are notunderstood directly from test scores. However there are still few attempts by teachers to use candoscales in their language classrooms or create can-do items which reflect their teaching practices.In this presentation, three related studies are reported, in which an English can-do framework hasbeen developed and applied to high school English language classrooms. In the first study, thecurrent attempt to construct common English can-do framework at Seisen University is reported.Seisen Academic Can-Do Framework is based on the can-do statements, which have beendeveloped for the research on the English curriculum reform at our university. In the second study,an undergoing research project to apply Seisen Academic Can-Do Framework to English classes ateight public high schools in Saitama prefecture is presented. In the third study, the result of SELHi(Super English Language High School) research project at Kasumigaoka High School is shown asa case study of a localized can-do framework.P 201 September 2007 11:00 - 12:20Room: 0.87 MarxPaper SessionNew modes of assessmentChair:Tibor Vidákovich, University of Szeged, HungaryFormative and summative assessment relationships: synergies or constraints?David Carless, University of Hong Kong, Hong KongThe potential of formative assessment for enhancing student learning is now well-recognised but akey challenge remains the influence of summative assessment. If formative assessment (alsoknown as assessment for learning) is to flourish, initiatives aimed at supporting a positive linkbetween formative and summative assessment functions are sorely needed. This paper explorespotential synergies between formative and summative assessment at a conceptual level and at thelevel of practice. The main aims are as follows: To identify existing good practices at the interfaceof formative and summative assessment and support the further development of these practices; Toexamine under what circumstances summative assessment acts as a barrier to formativeassessment and under what circumstances it can be supportive. The paper is exploratory in natureand draws on qualitative data from an ongoing project in Hong Kong primary schools. Thisproject, Primary English Assessment for Learning (PEAL), involves in-depth case studies, three ofwhich form the basis of this paper. The essence of the research method is to explore assessment forlearning practice through semi-structured interviews, classroom observations and documentaryanalysis. The main findings to date relate to teachers’ conceptions of learning and assessment; the– 824 –