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- W1548843493 abstract "Best practices in language assessment have typically sought to draw a dividing line between assessing language skills and assessing content knowledge. With the advent of specific purposes courses and content‐integrated language models, this separation is not longer possible, or even appropriate. Assessment practices have necessarily broadened, as the goals of such courses are both language development and subject matter learning. This chapter will explore both the theoretical and the practical implications of assessment practices in those settings where students are expected to learn both language and content and, hence, where the assessment must account for language knowledge and topical knowledge in a reliable and valid manner. The context selected as the focus of this chapter is K‐12 education in the USA, where population shifts have brought increasing numbers of second language students into mainstream classes. English learners in this setting must develop the proficiency needed for all communicative purposes, and this includes both the skills required for the everyday use of language and the levels of proficiency needed to succeed academically in school." @default.
- W1548843493 created "2016-06-24" @default.
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- W1548843493 date "2013-11-11" @default.
- W1548843493 modified "2023-10-16" @default.
- W1548843493 title "Assessing Language and Content" @default.
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- W1548843493 doi "https://doi.org/10.1002/9781118411360.wbcla122" @default.
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