Eddy White
- Professor of Practice
- Professor, Second Language Acquisition / Teaching - GIDP
Biography
Dr. Eddy White has B.A, B.Ed, and Masters in TESOL degrees from universities in Canada and the UK. His doctorate in Applied Linguistics is from Macquarie University (Australia). Eddy has been at the University of Arizona since 2011, when he was hired as Assessment Coordinator for the Center for English as Second Language (CESL).
Since 2020 he has been employed full-time in the PAH Dept. as Associate Professor of Practice.
Professionally, Eddy’s primary interests relate to promoting assessment literacy, and the interconnections between teaching excellence, assessment, and the maximization of student learning. His most recent publications include Classroom Assessment: Challenges, Choices and Consequences (Cambridge Scholars Publishing, 2020) and Handbook of Research on Assessment Literacy and Teacher-made Testing in the Language Classroom (IGI Global, 2019). He is President of the English Language Testing Society.
In the Public and Applied Humanites (PAH) Dept at UA he has developed and teaches courses about work and its impact on the human condition, the application of critical thinking to the supernatural and paranormal, and most recently, motorcycle culture.
Degrees
- Ph.D. Applied Linguistics
- Macquarie University, Sydney, Australia
- Putting Assessment for Learning into Practice in a Higher Education EFL Context.
Work Experience
- PAH Dept. University of Arizona (2019 - Ongoing)
- CESL, University of Arizona (2011 - 2019)
Interests
Research
- Classroom Assessment- Promoting critical thinking- Student evaluation of courses/instructors
Teaching
- Best practices in Assessment- Online teaching- Student Engagement
Courses
No activities entered.
Scholarly Contributions
Books
- White, E. M. (2019). Handbook of Research on Assessment Literacy and Teacher-Made Testing in the Language Classroom. IGI Global.More infoThe evaluation of student performance and knowledge is a critical element of an educator’s job as well as an essential step in the learning process for students. The quality and effectiveness of the evaluations given by educators are impacted by their ability to create and use reliable and valuable evaluations to facilitate and communicate student learning.The Handbook of Research on Assessment Literacy and Teacher-Made Testing in the Language Classroom is an essential reference source that discusses effective language assessment and educator roles in evaluation design. Featuring research on topics such as course learning outcomes, learning analytics, and teacher collaboration, this book is ideally designed for educators, administrative officials, linguists, academicians, researchers, and education students seeking coverage on an educator’s role in evaluation design and analyses of evaluation methods and outcomes.
- White, E. M. (2020). Classroom Assessment for Language Teaching: Challenges, Choices, and Consequences. Cambridge Scholars Publishing.More infoThis book focuses where assessment has greatest relevance—the classroom. A great deal of research related to assessment is focused on ‘the testing industry’, high-stakes language proficiency testing, and related analytical and statistical reports that are far removed from teachers’ and students’ experiences in the classroom. Recently, more attention has been paid to assessment in language classrooms and the many challenges that teachers face in both measuring and promoting student learning. This book contributes to the body of knowledge related to teacher assessment competence, and how it is manifested in the decisions they make about assessment procedures and instruments in their classes.Focused on specific challenges related to classroom assessment, each chapter reports on particular assessment issues faced by teachers, their choices regarding such issues, and the consequences (actual or anticipated) of their decision-making. This book will interest the thousands of teachers globally dealing with the numerous challenges associated with effective classroom assessment in language learning. This collection of teacher voices, stories, and investigations provides possible solutions to such challenges, and will serve to promote assessment literacy in the language teaching profession.
