2 |
An Interview with APPLE Lecture Speaker Professor James Pennebaker
|
|
|
|
BASE
|
|
Show details
|
|
4 |
Corrective Feedback in Written Synchronous and Asynchronous Computer-Mediated Communication
|
|
|
|
BASE
|
|
Show details
|
|
6 |
Zhōng Jiè Yǔ Yǔ Yán Xué Duō Wéi Yán Jiū [Multidimensional Studies in Interlanguage Linguistics]
|
|
|
|
BASE
|
|
Show details
|
|
7 |
Exploring the Dynamics of Willingness to Communicate in Written Communication: A Case Study
|
|
|
|
BASE
|
|
Show details
|
|
8 |
Immigrant/Learner, Affiliate, Author, Expert: The Intersections of L2 Writing, Identity, and Computer-Mediated Communication
|
|
|
|
BASE
|
|
Show details
|
|
10 |
Introduction: Investigating Written Dyadic Interaction through a Complex Dynamic Systems Theory Perspective
|
|
|
|
BASE
|
|
Show details
|
|
11 |
Assessing L2 Academic Speaking Ability: The Need for a Scenario-based Assessment Approach
|
|
|
|
BASE
|
|
Show details
|
|
12 |
Interlanguage Pragmatic Development and L2 Request Behavior: A Critical Review of the Literature for emergent use of “Polite” Requests
|
|
|
|
BASE
|
|
Show details
|
|
13 |
Exploring the Variability of the Preposition “In” in Written Communication
|
|
|
|
BASE
|
|
Show details
|
|
14 |
Exploring the Dynamism between Propositional Complexity and Error Rate: A Case Study
|
|
|
|
BASE
|
|
Show details
|
|
15 |
Trade-off or Connected Growers: Implications on Accuracy and Complexity in L2 Writing
|
|
|
|
BASE
|
|
Show details
|
|
16 |
Complex Dynamic Systems and Interlanguage Variability: Investigating Topic, Syntactic Complexity, and Accuracy in NS-NNS Written Interaction
|
|
|
|
BASE
|
|
Show details
|
|
17 |
Complex Dynamic Systems Research: Some Insights on Data Analysis
|
|
|
|
BASE
|
|
Show details
|
|
18 |
Exploring the Possibilities of Scenario-based Assessment: An Introduction
|
|
|
|
BASE
|
|
Show details
|
|
19 |
A Learning-oriented Assessment Perspective on Scenario-based Assessment
|
|
|
|
Abstract:
Traditional high-stakes, large-scale language assessments are known for their standardized formats and stable psychometric properties; however, recently researchers have been re-conceptualizing language assessment design and development theories and methodologies to more closely reflect the knowledge, skills and abilities required of 21st century students. Attempting to confront the evolving notions of instruction, learning, and assessment, the learning-oriented assessment (LOA) framework theorizes the dynamic interactions within the classroom. Concurrently, scenario-based assessment (SBA) has emerged as a suite of assessment design and development features and guidelines directed at meeting contemporary assessment needs. This analysis will indicate the extent the theoretical framework of LOA can be used to indicate and theoretically support salient design features included in SBA, and in so doing attempt to align these two perspectives into a unified set of design and development considerations.
|
|
Keyword:
Applied linguistics; Educational tests and measurements--Methodology; Learning; Second language acquisition--Ability testing
|
|
URL: https://doi.org/10.7916/D8XD2CNC
|
|
BASE
|
|
Hide details
|
|
20 |
Discourse Analysis: The Questions Discourse Analysts Ask and How They Answer Them
|
|
|
|
BASE
|
|
Show details
|
|
|
|