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Age, Task Characteristics, and Acoustic Indicators of Engagement: Investigations into the Validity of a Technology-Enhanced Speaking Test for Young Language Learners ...
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| 62 |
Assessment of Word-Level Neural Language Models for Sentence Completion
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In: Applied Sciences ; Volume 10 ; Issue 4 (2020)
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| 63 |
Shared Storybook Reading and the Development of Oral Language Skills ... : Das gemeinsame Lesen von Kinderbüchern und die Entwicklung frühkindlicher Sprachfähigkeiten ...
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| 64 |
How much does test-takers’ listening proficiency matter in oral interview tests?
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| 65 |
The impact on candidates of examiner interventions in oral interview tests
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| 66 |
Comparing rating modes: analysing live, audio, and video ratings of IELTS Speaking Test performances
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| 67 |
Assessment of candidates' interactional competence using group oral tests
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| 69 |
Comparing writing proficiency assessments used in professional medical registration: a methodology to inform policy and practice
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| 70 |
Effects of pre-task planning on paired oral test performance: a case of beginning EFL learners
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| 71 |
Effects of the number of participants on group oral test performance
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| 72 |
Interactional Competence measured in group oral tests: how do test-taker characteristics, task types and group sizes affect co-constructed discourse in groups?
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| 73 |
Language aptitude influence on foreign language acquisition
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| 74 |
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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| 76 |
Living with IELTS: the stories of IELTS test candidates
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Yucel, Megan. - : The University of Queensland, School of Languages and Cultures, 2020
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| 77 |
The Impact of Literature Teaching Techniques on the Learners' Performance on Academic Reading Course Tests
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In: Applied Linguistics Research Journal, Vol 4, Iss 1, Pp 53-62 (2020) (2020)
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| 78 |
Evaluating Test Consequences Based on ESL Students’ Perceptions: An Appraisal Analysis
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In: Studies in Applied Linguistics & TESOL, Vol 20, Iss 1 (2020) (2020)
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| 79 |
FEASIBILITY TEST OF ENGLISH INSTRUCTIONAL MATERIALS FOR SECRETARIES THROUGH MOODLE
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In: Journal of Applied Linguistics and Literature, Vol 5, Iss 2, Pp 109-122 (2020) (2020)
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| 80 |
The quality of an English summative test of a public junior high school, Kupang-NTT
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In: English Language Teaching Educational Journal, Vol 3, Iss 2, Pp 133-141 (2020) (2020)
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