Learning oriented assessment: a systemic approach
Gespeichert in:
| Beteiligte Personen: | , |
|---|---|
| Weitere beteiligte Personen: | |
| Format: | Buch |
| Sprache: | Englisch |
| Veröffentlicht: |
Cambridge
Cambridge University Press
2016
|
| Schriftenreihe: | Studies in language testing
45 |
| Schlagwörter: | |
| Links: | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032412107&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| Beschreibung: | Literaturverzeichnis Seite 128-139 |
| Umfang: | xviii, 148 Seiten Diagramme 23 cm |
| ISBN: | 9781316507889 9783125354111 |
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Datensatz im Suchindex
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| adam_text | Contents List of tables and figures Abbreviations Acknowledgements Series Editors’ note x xi xfi xiv 1 Learning Oriented Assessment: An overview 1.1 1.2 1.3 1.4 1.5 1.6 1.7 The organisation of this volume What is learning? What is language learning? What is to be learned? The roles of assessment in learning Aligning large-scale and classroom assessment In summary 6 7 8 9 10 12 14 1 2 The roots of Learning Oriented Assessment 15 2.1 Cambridge English and Learning Oriented Assessment 2.2 Origins and emphases of learning-oriented approaches 2.3 Defining learning-oriented assessment: Process, policy or principles? 2.4 Specific learning-oriented methods 24 28 3 What is learning? 30 3.1 3.2 3.3 3.4 3.5 Constructivism An appropriate model of cognition and learning Task-based interaction Roles of teachers and learners In summary 30 32 33 41 46 4 What is language learning? 4.1 Languages as a special case 4.2 The Common European Framework of Reference for Languages 4.3 Natural language acquisition 4.4 Second Language Acquisition research 4.5 In summary 16 16 48 48 49 51 51 57 vii
Learning Oriented Assessment 5 What is to be learned? 58 5.1 5.2 5.3 5.4 The desired outcomes of learning The nature of language proficiency: Construct definition The content of learning: Curricular objectives In summary 53 62 65 66 6 The role of large-scale assessment in learning 68 6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 Proficiency testing: The importance of criterion reference Scale construction Item Response Theory Item banking Performance assessment Validity and reliability of large-scale assessment Large-scale assessment: Evidence of and for learning In summary 69 70 71 72 74 75 78 79 7 Learning-oriented assessment in the classroom 81 7.1 7.2 7.3 7.4 7.5 7.6 The nature of classroom learning-oriented assessment Domain-specific and generalisable learning skills Learning-centred and content-centred activities Classroom evidence o/and/or learning Learning-oriented assessment: An ecological model In summary 81 82 83 84 88 91 8 Aligning large-scale and classroom assessment 8.1 8.2 8.3 8.4 8.5 Alignment of goals Aligning interpretations of standards Construct-based alignment of assessment Evidence within a Learning Oriented Assessment model The validity of Learning Oriented Assessment 93 93 94 97 100 103 9 Implementing Learning Oriented Assessment 106 9.1 9.2 9.3 9.4 9.5 9.6 9.7 9.8 Educational policy-making: The global scale Worlds of difference: Predictable implementation issues Asset Languages : A cautionary tale Technology to the rescue? New contexts of learning Positive impact by design Steps in implementation A conclusion 106 107 109 П0 Ш ИЗ 117 Ug
Contents Appendices Appendix 1 Assessment for learning: 10 principles (Assessment Reform Group 2002) Appendix 2 The Teaching and Learning Research Programme (TLRP): 10 principles of effective pedagogy (Teaching and Learning Research Programme 2007) Appendix 3 James and Pedder’s (2006) hypotheses on assessment for learning References Author index Subject index 122 125 127 128 140 144 IX
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| id | DE-604.BV047004570 |
| illustrated | Not Illustrated |
| indexdate | 2024-12-20T19:07:02Z |
| institution | BVB |
| isbn | 9781316507889 9783125354111 |
| language | English |
| lccn | 2016000619 |
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| physical | xviii, 148 Seiten Diagramme 23 cm |
| publishDate | 2016 |
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| publisher | Cambridge University Press |
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| series | Studies in language testing |
| series2 | Studies in language testing |
| spellingShingle | Jones, Neil Saville, Nick Learning oriented assessment a systemic approach Studies in language testing Fremdsprachenlernen (DE-588)4071461-5 gnd Leistungsbeurteilung (DE-588)4139370-3 gnd |
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| title | Learning oriented assessment a systemic approach |
| title_auth | Learning oriented assessment a systemic approach |
| title_exact_search | Learning oriented assessment a systemic approach |
| title_full | Learning oriented assessment a systemic approach Neil Jones (Consultant, Cambridge English Language Assessment) and Nick Saville (Cambridge English Language Assessment) ; with input from Angeliki Salamoura (Cambridge English Language Assessment) |
| title_fullStr | Learning oriented assessment a systemic approach Neil Jones (Consultant, Cambridge English Language Assessment) and Nick Saville (Cambridge English Language Assessment) ; with input from Angeliki Salamoura (Cambridge English Language Assessment) |
| title_full_unstemmed | Learning oriented assessment a systemic approach Neil Jones (Consultant, Cambridge English Language Assessment) and Nick Saville (Cambridge English Language Assessment) ; with input from Angeliki Salamoura (Cambridge English Language Assessment) |
| title_short | Learning oriented assessment |
| title_sort | learning oriented assessment a systemic approach |
| title_sub | a systemic approach |
| topic | Fremdsprachenlernen (DE-588)4071461-5 gnd Leistungsbeurteilung (DE-588)4139370-3 gnd |
| topic_facet | Fremdsprachenlernen Leistungsbeurteilung |
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