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An Interview with APPLE Lecture Speaker Professor James Pennebaker
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Assessing L2 Academic Speaking Ability: The Need for a Scenario-based Assessment Approach
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Assessing L2 Academic Speaking Ability: The Need for a Scenario-based Assessment Approach ...
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An Interview with APPLE Lecture Speaker Professor James Pennebaker ...
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An Interview with APPLE Lecture Speaker Professor Brian MacWhinney
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Commentaries on Validity Issues in Foreign and Second Language Assessment
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Commentaries on Validity Issues in Foreign and Second Language Assessment ...
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An Interview with APPLE Lecture Speaker Professor Brian MacWhinney ...
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An Interview with APPLE Lecture Speaker Professor James Paul Gee
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An Interview with APPLE Lecture Speaker Professor James Paul Gee ...
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An Interview with APPLE Lecture Speaker Professor Alister Cumming
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An Interview with APPLE Lecture Speaker Professor Alister Cumming ...
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The Teacher’s Role in Classroom-based Language Assessment ...
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Abstract:
Different from large-scale language tests aiming to measure general proficiency and often administered in specific highly-controlled test settings, classroom-based language assessment is embedded in the teaching and learning cycle of a classroom and has multiple “identities” (Rea-Dickins, 2001, p. 451) due to its wide range of uses or purposes. Classroom-based language assessment is an integral part of language instruction where the teachers, as “agents” (Rea-Dickins, 2004), are the ones responsible for facilitating student learning and obtaining information about their progress and achievement, hence, also earning the name teacher assessment. From planning what to assess and how, through implementing assessment procedures and monitoring students’ performances to recording students’ attainment and progress, the teacher is constantly making decisions on how to keep track of students’ progress and attainment (Rea-Dickins, 2001). Either accomplished through a formal assessment procedure or through informal ...
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Keyword:
Education; English language--Study and teaching--Foreign speakers; English language--Study and teaching--Foreign speakers--Evaluation; Language and languages--Ability testing; Language teachers
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URL: https://academiccommons.columbia.edu/doi/10.7916/D80G3JRG https://dx.doi.org/10.7916/d80g3jrg
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