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Learning English as a foreign language in any formal education
context requires opportunities for learners and teachers to give
and receive feedback on the teaching learning process as it is
happening. These opportunities could be created via various
in-class activities specifically designed for this purpose.
Teachers who create and use these diagnostic opportunities
effectively detect what learners need in a timely fashion, and
provide remedial teaching in the right time and mode, so that
chances can be created for learners to improve their learning.
There is no one universally accepted way of how to do this,
however, with various approaches for collecting, analyzing and
reviewing data for this purpose. This book encapsulates the
unbreakable relationship between teaching, learning and assessment
through a range of articles which scrutinize assessment from a wide
spectrum, ranging from the role of assessment in language learning
to ELT teacher assessment literacy, from the use of technology in
classroom-based assessment to practicing teachers' reflections on
their teacher classroom action research, and from the role of the
Common European Framework of Reference for Languages (CEFR) to
empirical data analysis.
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