| 1 |
The Application of Natural Language Processing and Automated Scoring in Second Language Assessment
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp 38-40 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Reflections on TCCRISLS 2014: Roundtable on Learning-Oriented Assessment in Language Classrooms and Large-Scale Assessment Contexts
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp i-ii (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
The Conceptualization and Operationalization of Diagnostic Testing in Second and Foreign Language Assessment
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 1, Pp 1-12 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
The Conceptualization and Operationalization of Diagnostic Testing in Second and Foreign Language Assessment
|
|
|
|
In: Studies in Applied Linguistics & TESOL, Vol 14, Iss 1 (2014) (2014)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Reflections on TCCRISLS 2014: Roundtable on Learning-Oriented Assessment in Language Classrooms and Large-Scale Assessment Contexts
|
|
|
|
In: Studies in Applied Linguistics & TESOL, Vol 14, Iss 2 (2014) (2014)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
The Application of Natural Language Processing and Automated Scoring in Second Language Assessment
|
|
|
|
In: Studies in Applied Linguistics & TESOL, Vol 12, Iss 2 (2012) (2012)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
The Forum i Reflections on TCCRISLS 2014: Roundtable on Learning-Oriented Assessment in Language Classrooms and Large-Scale Assessment Contexts
|
|
|
|
In: http://journals.tc-library.org/index.php/tesol/article/download/1051/656/
|
|
Abstract:
three-day conference oversaw a total of 19 presentations, including six theoretical papers on LOA in applied linguistics, three theoretical papers on LOA in mainstream education, three application papers on LOA, and seven empirical papers of LOA, as well as two discussant sessions. The theme, learning-oriented assessment (LOA), addresses the recent shift of focus in assessments from teacher-centered to learner-centered, proposing how assessment can, and probably should, facilitate learning. A well-embraced definition of LOA is suggested by Turner and Purpura (2015): An LOA approach highlights learning goals, performance evaluation and feedback, and the role they play in developing individual learning progressions. In fact, an assessment cannot really be considered “learning-oriented ” until evidence is available to demonstrate that feedback or other assistance related to a learning goal has led in some way to L2 system change (section 3, para. 1). While the presentations discussed LOA from various perspectives, they all evolved around the framework of LOA proposed by Purpura and Turner (2013, 2014; Turner & Purpura, 2015): the contextual dimension, the elicitation dimension, the L2 proficiency dimension, the
|
|
URL: http://journals.tc-library.org/index.php/tesol/article/download/1051/656/
http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.686.9336
|
|
BASE
|
|
Hide details
|
|
|
|
|
