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Changing Language Assessment: New Dimensions, New Challenges 2020 ed. [Hardback]

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  • Formāts: Hardback, 382 pages, height x width: 210x148 mm, weight: 813 g, 36 Illustrations, color; 9 Illustrations, black and white; XXV, 382 p. 45 illus., 36 illus. in color., 1 Hardback
  • Izdošanas datums: 09-Apr-2020
  • Izdevniecība: Springer Nature Switzerland AG
  • ISBN-10: 3030422682
  • ISBN-13: 9783030422684
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Changing Language Assessment: New Dimensions, New Challenges 2020 ed.Palielināt
  • Formāts: Hardback, 382 pages, height x width: 210x148 mm, weight: 813 g, 36 Illustrations, color; 9 Illustrations, black and white; XXV, 382 p. 45 illus., 36 illus. in color., 1 Hardback
  • Izdošanas datums: 09-Apr-2020
  • Izdevniecība: Springer Nature Switzerland AG
  • ISBN-10: 3030422682
  • ISBN-13: 9783030422684
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9783030422684.html
Keywords:
This edited book brings together fifteen original empirical studies from a variety of international contexts to provide a detailed exploration of language assessment, testing and evaluation. Language assessment has a key role in the development and implementation of language and educational policies at the national level, and this book examines some of the impacts - both positive and negative - of different skills testing and examination approaches on learning outcomes and individual students' language learning. This book will be of interest to scholars working in applied linguistics and language education, teacher training, testing and evaluation, as well as stakeholders such as practitioners, educators, educational agencies, and test developers.
Part One: Role of Assessment and Learning Outcomes.
Chapter 1: New
Changes in Assessment (Sahbi Hidri).
Chapter 2: The Pedagogic Role of
Assessment in Improving Learner Outcomes (Ekaterina Popkova).
Chapter 3:
Integrated Performance Assessment (Gabriel Dķaz Maggioli).- Part Two:
Challenges in Assessing the Production Skills.
Chapter 4: Rubric-Based
Assessment of the Productive Skills (Reza Vahdani Sanavi).
Chapter 5: Can
Teacher and Peer Formative Feedback Enhance L2 University Students' Oral
Presentation Skills? (Diana Al Jahromi).
Chapter 6: Summary Writing as a
Form of Integrated Skills Assessment in Tertiary Settings (Elena Khvatova and
Elena Krutskikh).- Part Three: Test-Taking Strategies in Alternative and
Standard Forms of Assessment.
Chapter 7: Classroom-Based Assessment in
Multi-Exam Preparation Classes: Choosing Alternative Assessment Techniques
(Irini-Renika Papakemmenou).
Chapter 8: Readability of Syntactic
Constructions for Transparency and Reliability of Input Texts for Unified
State Exams in English (Elena Varlamova and Olga Safonkina).- Part Four:
Teacher Feedback and Challenges for Assessing Interactional and Intercultural
Competence.
Chapter 9: Feedback on Evaluation: Teacher-Trainees' Preferences
for Explicit Preferences for Explicit Evaluation in Post-Lesson Discussions
(Irina Ivanova).
Chapter 10: Integrating Teacher Feedback and Assessment to
Improve L2 Writing (Viktoria Osidak, Tamara Kavytska and Viktoria Drobotun).-
Chapter 11: Strategy to Assess L2 Interactional Competence of University
Students: Ukrainian Context (Olesia Liubashenko and Tamara Kavytska).-
Chapter 12: Integrating a 3D Tool of Assessing Intercultural Competence in
Teacher Education (Olga Kvasova and Yuliia Trykashna).- Part Five: Challenges
in Formative Assessment.
Chapter 13: Enhancing Grammar Learning through
Assessment at Tertiary Level (Viktoriya Osidak and Olha Drahinda).
Chapter
14: The Impacts of Explicit Teaching and Assessment of Grammar on Tertiary
Level Students in an EFL Context (Haya Al Nuaimi).
Sahbi Hidri is Assistant Professor in the Department of English at Tunis University, Tunisia, and Senior Specialist in Assessment at Abu Dhabi Women's College, UAE.