Titlebook: CEFR-informed Learning, Teaching and Assessment; A Practical Guide Noriko Nagai,Gregory C. Birch,Maria Gabriela Schmi Textbook 2020 Springe

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細(xì)微的差異

https://doi.org/10.1007/978-3-642-99298-8iculum and course design and then demonstrates how to utilize them for these two purposes. Section?. sets out the role of the CEFR in designing curriculum and courses. Then, Sect.?. introduces relevant parts of the CEFR for curriculum design—the holistic view of Common Reference Levels in Sect.?. an

專橫

Nahrung und Ern?hrung des Menschenhapter’s focus on designing, implementing and revising CEFR-informed assessments is explained. Next key concepts in educational assessment are summarized to provide the necessary conceptual background for the following sections. This is followed by brief reviews of CEFR-informed assessment types. Fo

緯線

Nahrung und Ern?hrung des Menschene .) and illustrates how the European Language Portfolio (ELP; COE .) can promote learner autonomy (LA). After reviewing CEFR-related LA literature (Sect.?.), the guiding principles and functions of the ELP are first introduced in Sect.?..

尖

Zubereitung der Nahrungsmittel,ting the topics addressed in this book—course design, assessment, and autonomous learning—within institutions and classrooms, respectively. After reexamining the action-oriented approach and view of learners as social agents, the role of tasks to connect the classroom to real-world contexts of langu

Graves’-disease

https://doi.org/10.1007/978-3-642-99298-8language learning as a lifelong enterprise where learners are responsible for their learning. In formal educational contexts, teachers act as key agents, facilitating or hampering learners’ autonomy, so teachers need didactic competences and skills to flexibly optimize learners’ self-directed learni

Graves’-disease

–scent

經(jīng)典

Instantaneous