Language assessment principles and classroom practices / H. Douglas Brown
Por: Brown, H. Douglas [Autor].
Colaborador(es): Brown, H. Douglas.
Tipo de material: LibroEditor: New York Pearson education 2010Edición: 2a. ed.Descripción: 386 p.ISBN: 9780138149314.Tema(s): LANGUAGE AND LANGUAGES; STUDY AND TEACHING; LANGUAGE ACQUISITION; ENGLISH LANGUAGEClasificación CDD: 418 Resumen: ASSESSMENT CONCEPTS AND ISSUES. Assessment and testing; Types and purposes af asessment: then and now. PRINCIPLES OF LANGUAGE ASSESSMENT. Practicality; Reliability; Validity. DESIGNING CLASSROOM LANGUAGE TEST. Four assessment scenarios; Determining the purpose of a test; Designing clear, unambiguous objectives. STANDARDS-BASED ASSESSMENT. The role of standards in standarized tests; Standards-based education; Desining english language standards. STANDARDIZED TESTING. Advantages and disvantages of standardized tests; Developing a standaridized tests; Standardized language proficiency testing. BEYOND TESTS: ALTERNATIVES IN ASSESSMENT. The dilema of maximizing both practicality and washback; Performance-based assessment; Rubrics. ASSESSING LISTENING. Integration of skills in language assessment; Assessing gramar and vocabulary; Observing the perfomance of the four skills. ASSESSING SPEAKING. Basic types of spaeking; Mirco-and macroskills of speaking; Designing assessment tasks: imitative speaking. ASSESSING READING. Genres of Reading; Microskills, macroeskills, and strategies for Reading; Types of Reading. ASSESSING WRITING. Gneres of written language; Types of writing perfomance; Micro-and macroskills of writing. ASSESSING GRAMMAR AND VOCABULARY. Assessing gramar; Designing assessment tasks: selected response; Designing assessment tasks: limited production. GRADING AND STUDENT EVALUATION. The philosophy of grading: what should grades reflect?; Intitutional expectations and contraints; Alternatives to letter grading false"" Priority=""32"" QFormat=""true"" Name=""Intense RefTipo de ítem | Ubicación actual | Signatura | Copia número | Estado | Fecha de vencimiento | Código de barras | Reserva de ejemplares |
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ASSESSMENT CONCEPTS AND ISSUES. Assessment and testing; Types and purposes af asessment: then and now. PRINCIPLES OF LANGUAGE ASSESSMENT. Practicality; Reliability; Validity. DESIGNING CLASSROOM LANGUAGE TEST. Four assessment scenarios; Determining the purpose of a test; Designing clear, unambiguous objectives. STANDARDS-BASED ASSESSMENT. The role of standards in standarized tests; Standards-based education; Desining english language standards. STANDARDIZED TESTING. Advantages and disvantages of standardized tests; Developing a standaridized tests; Standardized language proficiency testing. BEYOND TESTS: ALTERNATIVES IN ASSESSMENT. The dilema of maximizing both practicality and washback; Performance-based assessment; Rubrics. ASSESSING LISTENING. Integration of skills in language assessment; Assessing gramar and vocabulary; Observing the perfomance of the four skills. ASSESSING SPEAKING. Basic types of spaeking; Mirco-and macroskills of speaking; Designing assessment tasks: imitative speaking. ASSESSING READING. Genres of Reading; Microskills, macroeskills, and strategies for Reading; Types of Reading. ASSESSING WRITING. Gneres of written language; Types of writing perfomance; Micro-and macroskills of writing. ASSESSING GRAMMAR AND VOCABULARY. Assessing gramar; Designing assessment tasks: selected response; Designing assessment tasks: limited production. GRADING AND STUDENT EVALUATION. The philosophy of grading: what should grades reflect?; Intitutional expectations and contraints; Alternatives to letter grading false"" Priority=""32"" QFormat=""true"" Name=""Intense Ref
Brown, H. Douglas 2010 2010
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