Learner-directed assessment in ESL

Por:

Ekbatani, Glayol [Editor/a]

Colaborador(es):

Pierson, Herbert [Editor/a]

Tipo de material: Texto

TextoIdioma: Inglés Detalles de publicación: Weinheim (Alemania) : Roudledge, 2010.Edición: 1. edDescripción: xiv, 171 pISBN:

9780805830675

Tema(s):

Clasificación CDD:

Resumen: This text integrates the theory and practice of learner-based assessment. Written in response to two recent movements in language teaching--learner-centered teaching and a renewed interest in authenticity in language testing--it examines the relationship between the language learner and language assessment processes, and promotes approaches to assessment that involve the learner in the testing process. Particular attention is given to issues of reliability and validity. Grounded in current pedagogical applications of authentic assessment measures, this volume is intended for and eminently accessible to classroom teachers and program directors looking for ways to include their students in the evaluation process, graduate students, and professional language testers seeking authenticity in assessment and desiring to create more interactive evaluation tools.

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Notas de título ( 1 )

Existencias
Tipo de ítem	Biblioteca actual	Colección	Signatura topográfica	Copia número	Estado	Código de barras
Libros	Biblioteca Carlos Gaviria Díaz, Campus Medellín	Colección General Piso 2	428.007 L438 (Navegar estantería(Abre debajo))	1	Disponible	91469
Libros	Biblioteca de Idiomas (BL. 12-127)	Colección General	428.007 I/L438 (Navegar estantería(Abre debajo))	2	Disponible	1051266

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This text integrates the theory and practice of learner-based assessment. Written in response to two recent movements in language teaching--learner-centered teaching and a renewed interest in authenticity in language testing--it examines the relationship between the language learner and language assessment processes, and promotes approaches to assessment that involve the learner in the testing process. Particular attention is given to issues of reliability and validity. Grounded in current pedagogical applications of authentic assessment measures, this volume is intended for and eminently accessible to classroom teachers and program directors looking for ways to include their students in the evaluation process, graduate students, and professional language testers seeking authenticity in assessment and desiring to create more interactive evaluation tools.