This book makes a unique contribution to classroom assessment literature, linking teacher-friendly examples to scholarly work and current research in the field, and providing comprehensive, hands-on information on core concepts in accessible terms. Examples of real activities and questions for reflection and discussion aim to enrich understanding
This book makes a unique contribution to classroom assessment literature, linking teacher-friendly examples to scholarly work and current research in the field, and providing comprehensive, hands-on information on core concepts in accessible terms. Examples of real activities and questions for reflection and discussion aim to enrich understanding
Arvustused
This book is an excellent resource for language teachers and teacher educators. The foregrounding of the learner and explicit engagement with feedback and motivation in language learning and assessment set it apart from other introductory texts on language assessment. It could function as a stand-alone professional development resource for groups of language teachers who have formed a community of practice and would also be extremely effective for use in language teacher education courses. * Lyn May, Papers in Language Testing and Assessment, Vol. 7 (1) *
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List of Figures and Tables |
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vi | |
| Series Editor's Introduction |
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viii | |
| Acknowledgements |
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xii | |
| Introduction |
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xiii | |
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1 | (29) |
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30 | (32) |
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62 | (40) |
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4 How Do We Develop a High-Quality Classsroom Test? |
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102 | (37) |
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5 Who Are We Assessing? Placement, Needs Analysis and Diagnostics |
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139 | (27) |
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6 Who Are We Assessing? Feedback and Motivation |
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166 | (22) |
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7 When We Assess, How Can We Use Assessment to Move Forward? |
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188 | (27) |
| Appendix |
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215 | (8) |
| Glossary |
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223 | (8) |
| References |
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231 | (10) |
| Index |
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241 | |
Liying Cheng is Professor and a Director of the Assessment and Evaluation Group (AEG) at the Faculty of Education, Queen's University. She conducts the majority of her research within the context of teaching and learning English as a second/foreign language (including immersion and bilingual contexts).
Janna Fox is Associate Professor and Director of the Language Assessment and Testing Research Unit in the School of Linguistics and Language Studies at Carleton University. She has extensive experience working with language teachers in such varied contexts as Pakistan, Seychelles, and Qatar. She is the recipient of a 3M Teaching Fellowship, a national award in Canada for outstanding scholarship and leadership in higher education.
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