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Between PIAAC and the new literacy studies. What adult education can learn from large-scale assessments without adopting the neo-liberal paradigm ...
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Between PIAAC and the new literacy studies. What adult education can learn from large-scale assessments without adopting the neo-liberal paradigm
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In: Münster ; New York : Waxmann 2021, 265 S. - (Alphabetisierung und Grundbildung; 14) (2021)
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Investigating the attitude towards ambiguity: Interindividual differences in automatic activations of evaluations of ambiguity ...
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Investigating the attitude towards ambiguity: Interindividual differences in automatic activations of evaluations of ambiguity
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Embedded Accommodation and Accessibility Support Usage on a Computer-Based Statewide Achievement Test
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In: Practical Assessment, Research, and Evaluation (2021)
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Языковые средства выражения эмоциональной оценки в русском и китайском языках: межкультурный аспект ... : выпускная квалификационная работа магистра ...
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Чжан Сюань. - : Санкт-Петербургский политехнический университет Петра Великого, 2020
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Manual Re-evaluation of Translation Quality of WMT 2018 English-Czech systems
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"Langsam vermisse ich die Schule .". Schule während und nach der Corona-Pandemie
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In: Münster ; New York : Waxmann 2020, 229 S. - (Die Deutsche Schule, Beiheft; 16) (2020)
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Forschungsdokumentation zur Studie "Multilinguale Herausforderungen in der Sacherschließung - ein Retrievaltest an einem mehrsprachigen Bibliotheksbestand" ...
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Forschungsdokumentation zur Studie "Multilinguale Herausforderungen in der Sacherschließung - ein Retrievaltest an einem mehrsprachigen Bibliotheksbestand"
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ЛІНГВОДИДАКТИЧНА КОНТРОЛЬНО-ОЦІНЮВАЛЬНА CТРАТЕГІЯ У ПРОЦЕСІ НАВЧАННЯ ЯК СПІЛКУВАННЯ ; LINGUODIDACTIC ASSESSMENT AND EVALUATION IN COMMUNICATIVE EDUCATION
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In: Ars linguodidacticae; № 1 (2017); 4-10 ; ARS LINGUODIDACTICAE; № 1 (2017): Ars linguodidacticae; 4-10 ; 2663-0303 (2020)
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Abstract:
У статті запропоновано розглянути поточний контроль і оцінювання навчання мови з позицій стратегічного підходу. Результатом дослідження є обґрунтування та результати апробації навчання англійської мови як спілкування та впровадження контрольно-оцінювальної стратегії в поточному навчанні учнів середньої школи. https://doi.org/10.17721/2663-0303.2017.1.01 ; Background: The necessity to define the role and conceptual framework of evaluation and assessment in a pedagogical discourse has gained importance in the context of the on-going educational reform in Ukraine. This urges national educationalists to explore the formative assessment and evaluation in secondary school from the standpoint of the strategic and communicative approaches. Purpose: The purpose of the article is to discuss the necessity and effectiveness of implementing the strategy of formative assessment and evaluation as a teaching-learning model based on English communication and suggest some methods and techniques of evaluation and assessment which will be tested empirically in the next phase of our research. Discussion: Assessment and evaluation are very challenging issues, since they require advanced skills of choosing the tasks, writing instructions and developing proper evaluation criteria. Only valid tasks can become an effective mechanism to put communication between a student and a teacher into effect. At school, there are two main types of assessment: formative and summative. According to the regulations of the Ministry of Education and Science of Ukraine, teachers are required to execute summative assessment twice a year through a direct test which assesses actual skills (reading, writing, listening and speaking). The assessment procedure – that mainly responds to accountability interests – relies on standardized evaluation criteria, and the results of assessment include information on a full range of tasks and activities completed. However, there are no specific criteria for formative assessment activities which aim at making judgement about the process of learning instead of its result. Results: The literature overview has enabled the authors to come up with the conclusion that only formative assessment and evaluation carried out on a frequent basis could be utilised as a communicative tool between a student and a teacher. The authors also claim that verbal assessment proved an effective technique of assessment for learning in the context of secondary school education.
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Keyword:
372.881; assessment; communication; direct test item; evaluation; feedback; language teaching; process; result; strategy; контрольно-оцінювальна стратегія (assessment and evaluation strategy); навчання мови; процес спілкування
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URL: http://journals.uran.ua/ald/article/view/149779
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Twenty Years Beyond the Turing Test: Moving Beyond the Human Judges Too
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The IELTS Exam and Cut-Off Decisions: One University's Mistake
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In: World Languages and Cultures Faculty Publications (2020)
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SELF Japonais : réflexion sur les tâches d’expression écrite courte du point de vue cognitive et didactique à partir du protocole think aloud
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In: EVAL19. Évaluation des acquisitions langagières : du formatif au certificatif. ; https://halshs.archives-ouvertes.fr/halshs-02446350 ; EVAL19. Évaluation des acquisitions langagières : du formatif au certificatif., Oct 2019, Grenoble, France (2019)
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LSWSH - Lehrerinnenselbstwirksamkeit im Hinblick auf Unterricht in sprachlich heterogenen Klassen ... : Teacher Self-Efficacy in Linguistically Diverse Classrooms ...
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LSWSH - Lehrerinnenselbstwirksamkeit im Hinblick auf Unterricht in sprachlich heterogenen Klassen ... : Teacher Self-Efficacy in Linguistically Diverse Classrooms ...
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Stangen, I.; Doll, J.. - : ZPID (Leibniz Institute for Psychology Information) – Testarchiv, 2019
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Teachers' self-efficacy beliefs regarding assessment and promotion of school-relevant skills of preschool children ...
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Teachers' self-efficacy beliefs regarding assessment and promotion of school-relevant skills of preschool children
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In: Early child development and care 189 (2019) 2, S. 339-351 (2019)
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