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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 9 of 9 1 Professional Development for Educators to Promote Literacy Development of English Learners: Valuing Home Connections Bell, Angela B; Grant, Leslie; Yoo, Monica... In: Reading Horizons: A Journal of Literacy and Language Arts (2017) BASE Show details 2 Culturally responsive classrooms through art integration Reif, Nancy; Grant, Leslie In: Journal of Praxis in Multicultural Education (2010) BASE Show details 3 A teacher-verification study of speaking and writing prototype tasks for a new TOEFL Cumming, Alister; Grant, Leslie; Mulcahy-Ernt, Patricia... In: Language testing. - London : Sage 21 (2004) 2, 107-145 OLC Linguistik Show details 4 A Teacher-Verification Study of Speaking and Writing Prototype Tasks for a New TOEFL Cumming, Alister; Grant, Leslie; Mulcahy-Ernt, Patricia; Powers, Donald. - : Sage Publications, 2004 Abstract: This study was undertaken, in conjunction with other studies eld-testing prototype tasks for a new TOEFL, to evaluate the content validity, perceived authenticity and educational appropriateness of these prototype tasks. We interviewed seven highly experienced instructors of English as a Second Language (ESL) at three universities, asking them to rate their students’ abilities in English and to review samples of their students’ performance to determine whether they thought seven prototype speaking and writing tasks being eld-tested for a new version of the TOEFL® test: ● represented the domain of academic English required for studies at English-medium universities or colleges in North America; ● elicited performance from their adult ESL students that corresponded to their usual performance in ESL classes and course assignments; and ● realized the evidence claims on which the tasks had been designed. The instructors thought that most of their students’ performances on the prototype test tasks were equivalent to or better than their usual performance in classes. The instructors viewed positively the new prototype tasks that required students to write or to speak in reference to reading or listening source texts, but they observed certain problems with these novel tasks and suggested ways that their content and presentation might be improved for the formative development of these tasks. Keyword: language test validation; test development; TOEFL iBT; writing and speaking assessment URL: http://hdl.handle.net/1807/32152 http://simplelink.library.utoronto.ca/url.cfm/234652 BASE Hide details 5 Exploring multiple profiles of highly rated learner compositions Jarvis, Scott; Grant, Leslie; Bikowski, Dawn... In: Journal of second language writing. - Amsterdam ˜[u.a]œ : Elsevier 12 (2003) 4, 377-404 OLC Linguistik Show details 6 Exploring multiple profiles of highly rated learner compositions Jarvis, Scott; Grant, Leslie; Bikowski, Dawn... In: Journal of second language writing. - Amsterdam ˜[u.a]œ : Elsevier 12 (2003) 4, 377-403 BLLDB Show details 7 Using computer-tagged linguistic features to describe L2 writing differences Grant, Leslie; Ginther, April In: Journal of second language writing. - Amsterdam ˜[u.a]œ : Elsevier 9 (2000) 2, 123-145 BLLDB Show details 8 Testing the language proficiency of bilingual teachers: Arizona's Spanish proficiency test Grant, Leslie In: Language testing. - London : Sage 14 (1997) 1, 23-46 OLC Linguistik Show details 9 Testing the language proficiency of bilingual teachers : Arizona's Spanish proficiency test Grant, Leslie In: Language testing. - London : Sage 14 (1997) 1, 23-46 BLLDB Show details

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