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Lesen in der Fremdsprache Französisch. Kompetenzen von Drittklässlerinnen und Drittklässlern mit unterschiedlichen Schrift- und Sprachfähigkeiten in der Erstsprache Deutsch
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Rindlisbacher, Barbara. - : Waxmann, 2021. : Münster, 2021. : New York, 2021. : pedocs-Dokumentenserver/DIPF, 2021
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In: Münster ; New York : Waxmann 2021, 369 S. - (Internationale Hochschulschriften; 687) - (Dissertation, Universität Freiburg, 2020) (2021)
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| 2 |
Raising Awareness about Task Assessment Rubrics in Task Based Language Teaching ...
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African American Vernacular English and the Achievement Gap: How Teacher Perception Impacts Instruction and Student Motivation
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In: http://rave.ohiolink.edu/etdc/view?acc_num=findlay1564758333725021 (2019)
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Prior technology exposure, keyboard/mouse activity, and writing achievement: Analysis of the 2011 National Assessment of Educational Progress writing assessment
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Prior technology exposure, keyboard/mouse activity, and writing achievement: Analysis of the 2011 National Assessment of Educational Progress writing assessment
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In: Tate, Tamara Powell. (2018). Prior technology exposure, keyboard/mouse activity, and writing achievement: Analysis of the 2011 National Assessment of Educational Progress writing assessment. UC Irvine: Education. Retrieved from: http://www.escholarship.org/uc/item/2fw09463 (2018)
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Defining, Conceptualizing, Problematizing, and Assessing Language Teacher Assessment Literacy
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In: Working Papers in Applied Linguistics and TESOL, Vol 18, Iss 1, Pp 1-22 (2018) (2018)
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In the Importance of EFL Learners' Writing Skill: Is there any Relation between Writing Skill and Content Score of English Essay Test?
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In: International Letters of Social and Humanistic Sciences ; 6 ; 1-12 (2017)
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English learners' standardized test performance: A longitudinal perspective ...
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Flynn, Rita J.. - : University of Southern California Digital Library (USC.DL), 2016
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Comparing C-tests and Yes/No vocabulary size tests as predictors of receptive language skills
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In: Language testing 33 (2016) 4, S. 555-575 (2016)
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The Effects of English Language Learner Classification on Students’ Educational Experience and Later Academic Achievement
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Shin, Nami. - : eScholarship, University of California, 2015
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In: Shin, Nami. (2015). The Effects of English Language Learner Classification on Students’ Educational Experience and Later Academic Achievement. UCLA: Education 0249. Retrieved from: http://www.escholarship.org/uc/item/0s90j2h0 (2015)
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| 14 |
Comparing C-tests and Yes/No vocabulary size tests as predictors of receptive language skills
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In: Language testing (2015), S. 1-21 (2015)
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| 15 |
Emotional and behavioural problems in children with language impairments and children with autism spectrum disorders.
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In: Int J Lang Commun Disord , 50 (1) pp. 84-93. (2015) (2015)
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Learning-Oriented Assessment in Large-Scale Testing
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 56-58 (2015) (2015)
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Exploring Language Assessment and Testing: Language in Action
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 59-62 (2015) (2015)
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| 18 |
Reflections on TCCRISLS 2014: Roundtable on Learning-Oriented Assessment in Language Classrooms and Large-Scale Assessment Contexts
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp i-ii (2015) (2015)
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| 19 |
The Conceptualization and Operationalization of Diagnostic Testing in Second and Foreign Language Assessment
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 1, Pp 1-12 (2015) (2015)
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Classroom-Based Language Assessment and L2 Learning
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp i-iii (2015) (2015)
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