標(biāo)題: Titlebook: Assessing Foreign Language Students’ Spoken Proficiency; Stakeholder Perspect Martin East Book 2016 Springer Science+Business Media Singapo [打印本頁(yè)] 作者: FORGE 時(shí)間: 2025-3-21 17:05
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書目名稱Assessing Foreign Language Students’ Spoken Proficiency被引頻次
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書目名稱Assessing Foreign Language Students’ Spoken Proficiency讀者反饋
書目名稱Assessing Foreign Language Students’ Spoken Proficiency讀者反饋學(xué)科排名
作者: periodontitis 時(shí)間: 2025-3-21 21:11 作者: Acetaminophen 時(shí)間: 2025-3-22 03:00 作者: apropos 時(shí)間: 2025-3-22 05:51
Assessing Foreign Language Students’ Spoken ProficiencyStakeholder Perspect作者: motor-unit 時(shí)間: 2025-3-22 12:41 作者: 殘忍 時(shí)間: 2025-3-22 14:45
Focusing Solutions for Data Miningmost effectively measure this proficiency in high-stakes contexts are discussed – whether, and to what extent, assessments should be: operationalised within a static (i.e., summative) or dynamic (i.e., formative) assessment paradigm; task-based or construct based; single interview or paired/group.作者: 音樂等 時(shí)間: 2025-3-22 20:16
1572-0292 d original contribution to the field of second and foreign language teaching, providing a theory and research-based account of the development of a learner-centred approach to oral proficiency assessment. ?It i978-981-10-9128-5978-981-10-0303-5Series ISSN 1572-0292 Series E-ISSN 2215-1656 作者: 擋泥板 時(shí)間: 2025-3-22 21:46
Bvuma Stella,Kelvin Joseph Bwalya (B2). NCEA level 3 therefore becomes an interesting test case of how . in theory might be operationalised in practice. This chapter presents findings from the interviews with teachers (n?=?13) who were using, or who had been involved with the development of, . at NCEA level 3, with particular reference to the three identified challenges.作者: FLING 時(shí)間: 2025-3-23 02:50 作者: languor 時(shí)間: 2025-3-23 06:38 作者: groggy 時(shí)間: 2025-3-23 11:58 作者: 油氈 時(shí)間: 2025-3-23 13:54 作者: Debility 時(shí)間: 2025-3-23 18:30 作者: mercenary 時(shí)間: 2025-3-23 22:34
Book 2016ditional languages other than English and the recent introduction of a radical new assessment of students’ spoken proficiency, called interact. The book crosses the traditional theoretical and methodological boundaries associated with language testing research, which focuses on assessment performanc作者: 扔掉掐死你 時(shí)間: 2025-3-24 03:07 作者: pellagra 時(shí)間: 2025-3-24 09:53 作者: 暴發(fā)戶 時(shí)間: 2025-3-24 12:02 作者: 創(chuàng)新 時(shí)間: 2025-3-24 15:28 作者: DOSE 時(shí)間: 2025-3-24 20:15 作者: 文字 時(shí)間: 2025-3-25 02:36 作者: interference 時(shí)間: 2025-3-25 06:06
The Advantages of ,,m Section II, an open-ended section of the survey. These findings are compared to those elicited from the teacher interviews. The chapter focuses on perceived comparative advantages of .. Implications for washback are also presented.作者: 敲竹杠 時(shí)間: 2025-3-25 08:39 作者: FLORA 時(shí)間: 2025-3-25 15:23 作者: Harridan 時(shí)間: 2025-3-25 17:31
Mediating Assessment Innovation: Why Stakeholder Perspectives Matter, has undergone a major shift. A summative teacher-led interview test has been replaced by the collection of learner-focused peer-to-peer interactions that take place in the context of learning programmes throughout the year. The innovation brings with it significant changes to practice, and initiall作者: Fulminate 時(shí)間: 2025-3-25 23:51 作者: instulate 時(shí)間: 2025-3-26 01:33
Introducing a New Assessment of Spoken Proficiency: ,,Certificate of Educational Achievement (NCEA). In particular, and building on the work of the UK’s Assessment Reform Group, the perceived value of assessment . learning, in contrast to the assessment . learning, is articulated. The chapter goes on to present a detailed account of changes to assessme作者: intricacy 時(shí)間: 2025-3-26 07:59 作者: cacophony 時(shí)間: 2025-3-26 08:44
The Advantages of ,,the usefulness of . in comparison with ., measured against six qualities of usefulness: construct validity, reliability, interactiveness, impact, practicality and authenticity. Findings were derived from two sources: an anonymous paper-based nationwide teacher survey (n?=?152) targeted at the range 作者: anticipate 時(shí)間: 2025-3-26 14:36 作者: LINES 時(shí)間: 2025-3-26 18:20 作者: Diluge 時(shí)間: 2025-3-26 21:44 作者: consent 時(shí)間: 2025-3-27 04:26 作者: 美食家 時(shí)間: 2025-3-27 07:52 作者: tattle 時(shí)間: 2025-3-27 12:12 作者: ALB 時(shí)間: 2025-3-27 14:29 作者: Compass 時(shí)間: 2025-3-27 17:47
Focusing Solutions for Data Miningal goal has implications for how to assess this proficiency in construct valid ways. Two essential questions are addressed in this chapter: what does it mean to speak proficiently in the FL? What modes of assessment might best capture authentic instances of spoken proficiency for measurement purpose作者: Collision 時(shí)間: 2025-3-28 00:49
https://doi.org/10.1007/3-540-48316-0Certificate of Educational Achievement (NCEA). In particular, and building on the work of the UK’s Assessment Reform Group, the perceived value of assessment . learning, in contrast to the assessment . learning, is articulated. The chapter goes on to present a detailed account of changes to assessme作者: 撫育 時(shí)間: 2025-3-28 05:37
Prospects in space-based gamma-ray astronomy be assessed, and stands in stark contrast to earlier procedures. In particular, . signals a shift from an assessment . learning model (.) towards more open-ended assessment . learning opportunities (.). This shift has implications for the perceived comparative usefulness of the two different assess作者: nepotism 時(shí)間: 2025-3-28 08:08 作者: Immobilize 時(shí)間: 2025-3-28 14:28 作者: 親密 時(shí)間: 2025-3-28 16:21
Bvuma Stella,Kelvin Joseph Bwalya and nature of the task; understanding ‘spontaneous and unrehearsed’; and (as an adjunct) a de-emphasis on grammatical accuracy as a key criterion for success. Stage II investigated NCEA level 3, the highest level of examination targeted at CEFR levels B1 and B2. At these ‘independent’ levels the ne作者: 忍受 時(shí)間: 2025-3-28 21:48
