Focus on assessment:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Oxford [u.a.]
Oxford Univ. Press
2014
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| Ausgabe: | 1. publ. |
| Schriftenreihe: | Oxford key concepts for the language classroom series
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| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | X, 198 S. graph. Darst. |
| ISBN: | 9780194000833 |
Internformat
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Datensatz im Suchindex
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| adam_text | Titel: Focus on assessment
Autor: Jang, Eunice Eunhee
Jahr: 2014
Contents Acknowledgments vii Series Editors’ Preface ix Introduction 1 1 Uses of Language Assessment 5 Preview 5 Language Learners in Today’s Classrooms 5 Multiple Roles Teachers Play in Language Assessment 7 Purposes of Language Assessment 11 Preparing the Way for Our Journey to Language Assessment 14 Using Assessment in Classrooms 16 Standards-Based Language Assessment 23 NLLIA ESL Bandscales from Australia 26 Steps to English Proficiency in Canada 27 Council of Europe: CEFR 30 Language Testing in the Context of NCLB 31 High-Stakes Testing in ELL Contexts 34 Summary 36 2 What Teachers Need to Know about Theories of Language Development 39 Preview 39 Language Proficiency Development 42 Is Language Proficiency Unitary or Multi-componential? 45 What is Academic Language Proficiency? 46 Vocabulary Knowledge 47 Grammar Knowledge 48 Discourse Knowledge 50 Language Functions and Skills 51 Assessing ALP in Classrooms 52 Key Leatures of ALP Development in Young and Adolescent Learners 58 How Long Does it Take to Acquire ALP? 61
Contents Differentiating Language Development from Exceptionalities 67 Summary 71 3 Principles for Assessing Young Language Learners 73 Preview 73 Mapping out Assessments 74 Assessment Should be Cognitively Rich Enough to Elicit Knowledge and Skills 78 Assessment Tasks Should Measure Essential Core Skills 87 Assessment Should Promote Positive Learning and Assessment Experiences 91 Assessments Should Provide Consistent and Reliable Information on Proficiency 96 Assessment Should Promote Students’ Ability to Self-Assess 103 Assessment Should Provide the Support Needed 107 Summary 111 4 Principles for Assessing Adolescent Language Learners 113 Preview 113 Portfolio Assessment Should Promote Learner Autonomy 116 Assessment of Oral Proficiency Should Consider Dynamic Peer Interactions 122 Assessment Should Consider the Influence of Parents’ Beliefs about Assessment 127 Teachers’ Assessment Competence is Key to High-Quality Assessment Practice 134 Assessment Should be Culturally Responsive and Fair 140 Assessment Should Take Advantage of the Benefits of Technology 146 Summary 150 5 Language Assessment: What We Know Now 153 Preview 153 Reflecting on Ideas about Assessment: Learning from Research 153 Conclusion 166 Suggestions for Further Reading 167 Appendix 170 Glossary 172 References 179 Index 196
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| isbn | 9780194000833 |
| language | English |
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