Titlebook: Assessing Foreign Language Students’ Spoken Proficiency; Stakeholder Perspect Martin East Book 2016 Springer Science+Business Media Singapo

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書目名稱Assessing Foreign Language Students’ Spoken Proficiency影響因子(影響力)




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Assessing Foreign Language Students’ Spoken ProficiencyStakeholder Perspect

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殘忍

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.

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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

擋泥板

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.

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