This book examines this contested relationship between assessment and autonomy from a number of perspectives in a variety of Higher Education language-learning contexts in Europe and the Far East. The contributors to the book describe research into assessment both for and as autonomy, as well as approaches to the assessment of autonomy itself.
Arvustused
This volume is one of the first publications to tackle the questions related to assessment and autonomy in foreign language learning and it is a must-read for everyone who wants to advance their understanding of these complex topics without having to grapple with the challenges alone. (Christian Ludwig, Oxford University Press Journals, Vol. 71 (1), January, 2017)
Muu info
Springer Book Archives
Foreword; Phil Benson Introduction; Carol J. Everhard and Linda Murphy
1. The Assessment-Autonomy Relationship; Carol J. Everhard
2. Measuring Language Learner Autonomy: Problems and possibilities; Fumiko Murase
3. Assessing Learner Autonomy: A Dynamic Model; Maria-Giovanna Tassinari
4. Assessment as Learner Autonomy; Lucy Cooker
5. Investigating Peer- and Self-assessment of Oral Skills as Stepping-stones to Autonomy in EFL Higher Education; Carol J. Everhard
6. Autonomy in Assessment: Bridging the Gap between Rhetoric and Reality in a Distance Language Learning Context; Linda Murphy Epilogue; Sara Cotterall and Diane Malcolm
Phil Benson, Macquarie University, Sydney, Australia Lucy Cooker, University of Nottingham, UK Sara Cotterall, American University of Sharjah, UAE Carol Everhard, Independent Researcher, Greece Diane Malcolm, Arabian Gulf University, Bahrain Fumiko Murase, Tokyo University of Agriculture and Technology, Japan Linda Murphy, Open University, UK Maria Giovanna Tassinari, Freie Universität Berlin, Germany
