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The specific-and varied-ways in which assessment and evaluation can
impact learning and teaching have become an important language
education research concern, particularly as educators are
increasingly called on to implement these processes for
improvement, accountability, or curricular development purposes.
Useful Assessment and Evaluation in Language Education showcases
contemporary research that explores innovative uses of assessment
and evaluation in a variety of educational contexts. Divided into
three parts, this volume first examines theoretical considerations
and practical implementations of assessment conducted for the
purpose of enhancing and developing language learning. Part 2
addresses novel assessment development and implementation projects,
such as the formative use of task-based assessments,
technology-mediated language performance assessment, validation of
educational placement tests for immigrant learners, and the use of
assessment to help identify neurolinguistic correlates of
proficiency. The final section of the book highlights examples of
argument-based approaches to assessment and evaluation validation,
extending this critical framework to quality assurance efforts in
new domains. Adding to research on traditional and conventional
uses of testing and evaluation in language education, this volume
captures innovative trends in assessment and evaluation practice
that explicitly aim to better inform and enhance language teaching
and learning.
The specific-and varied-ways in which assessment and evaluation can
impact learning and teaching have become an important language
education research concern, particularly as educators are
increasingly called on to implement these processes for
improvement, accountability, or curricular development purposes.
Useful Assessment and Evaluation in Language Education showcases
contemporary research that explores innovative uses of assessment
and evaluation in a variety of educational contexts. Divided into
three parts, this volume first examines theoretical considerations
and practical implementations of assessment conducted for the
purpose of enhancing and developing language learning. Part 2
addresses novel assessment development and implementation projects,
such as the formative use of task-based assessments,
technology-mediated language performance assessment, validation of
educational placement tests for immigrant learners, and the use of
assessment to help identify neurolinguistic correlates of
proficiency. The final section of the book highlights examples of
argument-based approaches to assessment and evaluation validation,
extending this critical framework to quality assurance efforts in
new domains. Adding to research on traditional and conventional
uses of testing and evaluation in language education, this volume
captures innovative trends in assessment and evaluation practice
that explicitly aim to better inform and enhance language teaching
and learning.
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