標(biāo)題: Titlebook: Changing Language Assessment; New Dimensions, New Sahbi Hidri Book 2020 The Editor(s) (if applicable) and The Author(s) 2020 Common Europe [打印本頁] 作者: 人工合成 時(shí)間: 2025-3-21 19:15
書目名稱Changing Language Assessment影響因子(影響力)
書目名稱Changing Language Assessment影響因子(影響力)學(xué)科排名
書目名稱Changing Language Assessment網(wǎng)絡(luò)公開度
書目名稱Changing Language Assessment網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Changing Language Assessment被引頻次
書目名稱Changing Language Assessment被引頻次學(xué)科排名
書目名稱Changing Language Assessment年度引用
書目名稱Changing Language Assessment年度引用學(xué)科排名
書目名稱Changing Language Assessment讀者反饋
書目名稱Changing Language Assessment讀者反饋學(xué)科排名
作者: 看法等 時(shí)間: 2025-3-21 22:17
Erich Gnaiger,Hellmuth Forstneronopolization of the testing organizations to the assessment polices. For example, standardized assessment has been leading the world assessment policies at the expense of classroom-based assessment such as assessment for learning (A.L), assessment of learning (A.L), learning-oriented assessment (LO作者: 太空 時(shí)間: 2025-3-22 02:06 作者: 希望 時(shí)間: 2025-3-22 06:25 作者: 打折 時(shí)間: 2025-3-22 12:11 作者: 突變 時(shí)間: 2025-3-22 16:25
Grzegorz Adamczyk,Peter Gostmanntion to the enhanced performance in their summative assessment. Additional findings signaled students’ preference for teacher feedback over peer feedback. Some noteworthy pedagogical implications and recommendations for future studies were drawn.作者: 突變 時(shí)間: 2025-3-22 17:14 作者: Oafishness 時(shí)間: 2025-3-22 21:24 作者: Stable-Angina 時(shí)間: 2025-3-23 04:10
,Kollektive Identit?ten in Polen,the paper studies the distinctive features showing the discrimination factors defining their CEFR level in order to increase the transparency of tools for choosing the texts for better task taking procedures.作者: inveigh 時(shí)間: 2025-3-23 05:38
Architecture and Crime Preventionack and trainees’ need for immediate recognition of their achievement. Qualitative data analysis performed by means of grounded theory shows that while trainees value feedback, they also want explicit evaluation with a clear indication of problematic areas in their teaching.作者: 使糾纏 時(shí)間: 2025-3-23 09:59 作者: 稀釋前 時(shí)間: 2025-3-23 16:05 作者: 懦夫 時(shí)間: 2025-3-23 18:07
https://doi.org/10.1007/978-1-349-11451-1back analysis. An empirical research was carried out among fourth year students of the Philological department. According to the data analysis the authors suggested priority changes to teaching grammar instruction.作者: 威脅你 時(shí)間: 2025-3-23 23:55
Lawrence D. Smith,Neil J. Spoonerconducting this research was a qualitative method. A variety of instruments were used in collecting data. The main result of the research shows that explicit teaching of grammar has different impacts on EFL learners’ competencies and performance.作者: 偽證 時(shí)間: 2025-3-24 04:06
The Pedagogic Role of Assessment in Improving Learner Outcomesn individualised approach to testing, and contribute to a friendly learning environment. Although their effectiveness was practically tested in language teaching of tertiary students, the assessment practices described are believed to be applicable across a range of other teaching settings.作者: 挑剔為人 時(shí)間: 2025-3-24 07:26 作者: 鋼筆記下懲罰 時(shí)間: 2025-3-24 11:35 作者: EVADE 時(shí)間: 2025-3-24 18:54
Summary Writing as a Form of Integrated Skills Assessment in Tertiary Settingsext as well as mastery of language. The authors claim that this form of assessment promotes higher-order thinking abilities and stimulates a creative approach to learning rather than simply records students’ final achievement.作者: 種屬關(guān)系 時(shí)間: 2025-3-24 22:14
Classroom-Based Assessment in Multi-Exam Preparation Classes: Choosing Alternative Assessment Technihoose their assessment methods. The interviews with the students identified how students perceive the different kinds of assessment methods employed by teachers. The chapter makes pedagogical recommendations with the aim of enhancing teachers’ classroom-based assessment awareness and practices.作者: Acquired 時(shí)間: 2025-3-25 01:01 作者: 文件夾 時(shí)間: 2025-3-25 06:00 作者: 黑豹 時(shí)間: 2025-3-25 08:31 作者: Adjourn 時(shí)間: 2025-3-25 12:36 作者: Resection 時(shí)間: 2025-3-25 16:51
Enhancing Grammar Learning Through Assessment at Tertiary Levelback analysis. An empirical research was carried out among fourth year students of the Philological department. According to the data analysis the authors suggested priority changes to teaching grammar instruction.作者: 無脊椎 時(shí)間: 2025-3-25 22:52
The Impacts of Explicit Teaching and Assessment of Grammar on Tertiary Level Students in an EFL Contconducting this research was a qualitative method. A variety of instruments were used in collecting data. The main result of the research shows that explicit teaching of grammar has different impacts on EFL learners’ competencies and performance.作者: jeopardize 時(shí)間: 2025-3-26 02:05
Integrating a 3-D Tool of Assessing Intercultural Competence in Teacher Educationwith the nature of each component. The study therefore proved that ICC was teachable, observable, and assessable. The teaching materials developed by the authors equipped practitioners with implementable methods to cope with new challenges of assessing the three dimensions of ICC.作者: PSA-velocity 時(shí)間: 2025-3-26 04:36 作者: 性別 時(shí)間: 2025-3-26 11:46
,Kollektive Identit?ten in Polen,rubric is an iterative process and its developers and users should be held accountable for its planning, drafting, revising, and assessing process. In this chapter, we will present four stages when developing rubrics for assessment purposes. We will further discuss the steps taken at each stage of the process.作者: 金哥占卜者 時(shí)間: 2025-3-26 15:04 作者: 燕麥 時(shí)間: 2025-3-26 18:52
Meaningful Research in the Police Contextwith the nature of each component. The study therefore proved that ICC was teachable, observable, and assessable. The teaching materials developed by the authors equipped practitioners with implementable methods to cope with new challenges of assessing the three dimensions of ICC.作者: affect 時(shí)間: 2025-3-26 21:40
negatively or positively impact the performance of studentsThis edited book brings together fifteen original empirical studies from a variety of international contexts to provide a detailed exploration of language assessment, testing and evaluation. Language assessment has a key role in the develop作者: Mortal 時(shí)間: 2025-3-27 04:15 作者: IVORY 時(shí)間: 2025-3-27 06:20
New Challenges in Language Assessmentacts to a few numbers of stakeholders such as learners and teachers. This view echoed the nature of the assessment approach at that time that was essentially norm-referenced. New changes and challenges appeared with the birth of the modern testing theories that were driven by the necessary changes f作者: Humble 時(shí)間: 2025-3-27 12:52
The Pedagogic Role of Assessment in Improving Learner Outcomesogic role that assessment can play in improving learner outcomes is generally disregarded. This chapter introduces the authors’ experience of applying engaging and fair language assessment practices that boost the pedagogic potential of assessment. In more precise terms, it outlines a range of asses作者: 乳汁 時(shí)間: 2025-3-27 14:20
Integrated Performance Assessmente American Council on the Teaching of Foreign Language (ACTFL), what has come to be known as Integrated Performance Assessment (IPA) has influenced assessment practices in the area of Modern Foreign Languages (MFL). IPAs are organized around a series of purposefully designed tasks and assessment ins作者: Torrid 時(shí)間: 2025-3-27 18:28 作者: BUDGE 時(shí)間: 2025-3-27 22:27
Can Teacher and Peer Formative Feedback Enhance L2 University Students’ Oral Presentation Skills?ative assessment of their oral presentation skills. A number of investigatory methods were utilized: observational notes, pre- and post-study questionnaires, and semi-structured interviews. Findings revealed a positive impact of receiving formative feedback from the teachers and peers on the enhance作者: 引起 時(shí)間: 2025-3-28 04:18 作者: Dissonance 時(shí)間: 2025-3-28 08:45
Classroom-Based Assessment in Multi-Exam Preparation Classes: Choosing Alternative Assessment Technigates what assessment techniques are employed by teachers as well as what perceptions teachers and students hold about these methods. Analysis of the data provided insights into how and why teachers choose their assessment techniques and their construction of assessment reality in the exam preparati作者: exercise 時(shí)間: 2025-3-28 13:56
Readability of Syntactic Constructions for Transparency and Reliability of Input Texts for Unified Sterest in Russian linguistics. Following Coh-Metrix, syntax characteristics are among its elements. We compiled a corpus of texts for reading of Unified State Exam, an official tool for assessing graduates for entering Universities. The test is reliable and valid for its purposes, but it is importan作者: 細(xì)胞 時(shí)間: 2025-3-28 18:33 作者: GLEAN 時(shí)間: 2025-3-28 19:45 作者: 一夫一妻制 時(shí)間: 2025-3-28 23:19 作者: CARE 時(shí)間: 2025-3-29 05:23 作者: 防水 時(shí)間: 2025-3-29 08:58 作者: GIST 時(shí)間: 2025-3-29 13:26
The Impacts of Explicit Teaching and Assessment of Grammar on Tertiary Level Students in an EFL Contanguage skills. Many researchers studied a variety of grammar teaching approaches such as explicit and implicit approaches. Thus, this study intends to investigate the impact of grammar explicit teaching on EFL learners’ writing competencies and performances in grammar tests. The research was conduc作者: justify 時(shí)間: 2025-3-29 17:57 作者: 隱藏 時(shí)間: 2025-3-29 23:25 作者: constitutional 時(shí)間: 2025-3-30 01:27
Erich Gnaiger,Hellmuth Forstneracts to a few numbers of stakeholders such as learners and teachers. This view echoed the nature of the assessment approach at that time that was essentially norm-referenced. New changes and challenges appeared with the birth of the modern testing theories that were driven by the necessary changes f作者: 金哥占卜者 時(shí)間: 2025-3-30 04:28 作者: 驚惶 時(shí)間: 2025-3-30 10:59 作者: 憤憤不平 時(shí)間: 2025-3-30 16:05
,Kollektive Identit?ten in Polen,selves. These decisions can have far-reaching consequences for the stakeholders. This consequently dictates taking certain precautions to avoid any unintended consequences. The measures we take to ensure the quality of what we administer as tests as well as the instruments we employ to obtain scores作者: Esalate 時(shí)間: 2025-3-30 19:24
Grzegorz Adamczyk,Peter Gostmannative assessment of their oral presentation skills. A number of investigatory methods were utilized: observational notes, pre- and post-study questionnaires, and semi-structured interviews. Findings revealed a positive impact of receiving formative feedback from the teachers and peers on the enhance
