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Data for: Datasets evidencing research on classroom practice in L2 disciplinary writing ...
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“Our Beautiful Family”: A study of English Language Learners’ dual language identity texts and linguistic identity in a family literacy program ...
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Suplemen: Pembuatan Media Pembelajaran Berbasis Smartphone Memanfaatkan Aplikasi Quizlet, Quizizz, dan Perangkat Lunak Eclipsecrossword ...
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Suplemen: Pembuatan Media Pembelajaran Berbasis Smartphone Memanfaatkan Aplikasi Quizlet, Quizizz, dan Perangkat Lunak Eclipsecrossword ...
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Lower Primary (P2–P4) Prep Activities (translanguaging) with Teachers' Notes ...
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Lower Primary (P2–P4) Prep Activities (translanguaging) with Teachers' Notes ...
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All the World is Our Stage: primary pupils never lost in translanguaging ...
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All the World is Our Stage: primary pupils never lost in translanguaging ...
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All the World is Our Stage: primary pupils never lost in translanguaging ...
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The Impact of Participation in a Service-learning Program on University Students' Motivation for Learning Japanese ...
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Fujie, Nagi. - : Purdue University Graduate School, 2019
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The Impact of Participation in a Service-learning Program on University Students' Motivation for Learning Japanese ...
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Fujie, Nagi. - : Purdue University Graduate School, 2019
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BTS’ A.R.M.Y. Web 2.0 Composing: Fangirl Translinguality As Parasocial, Motile Literacy Praxis
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Weighing up Exercises on Phrasal Verbs: Retrieval Versus Trial-And-Error Practices
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In: Education Publications (2019)
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Defining, Conceptualizing, Problematizing, and Assessing Language Teacher Assessment Literacy
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Abstract:
Assessment literacy (AL) empowers teachers (Grabowski & Dakin, 2014) by helping them make better decisions about the development, administration, and use of assessments (Harding & Kremmel, 2016; Popham, 2009). This is crucial because when teachers make erroneous interpretations, which lead to incorrect decisions, students can suffer unintended, negative consequences (Purpura, 2016; Purpura, Brown, & Schoonen, 2015). As essential as AL is to providing quality teaching and learning opportunities, assessment education remains inadequate (Lam, 2015; Mendoza & Arandia, 2009; Vogt & Tsagari, 2014). According to Cheng (2001), teachers spend up to a third of their time in assessment related activities; however, most “do so with little or no professional training” (Bachman, 2000, p. 19-20). In light of the demand for the development of instructor AL, this paper first defines and conceptualizes language assessment literacy (LAL). Then it problematizes LAL through an investigation of empirical studies conducted to explore pre- and in-service teacher education and resources that have been used to develop teachers’ LAL. Finally, it examines how teachers’ LAL levels are evaluated through assessments such as Cambridge University Press’s Teaching Knowledge Test, the edTPA, and state teacher certification Praxis tests.
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Keyword:
Applied linguistics; Education; Educational tests and measurements; Effective teaching; Teachers; Teachers--Certification; Teachers--Certification--Examinations
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URL: https://doi.org/10.7916/D8VM5W9P
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Defining, Conceptualizing, Problematizing, and Assessing Language Teacher Assessment Literacy ...
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