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- W2510669836 abstract "This chapter begins by describing 12 theoretically sound assessment options that are currently available to language teachers for assessing the knowledge and skills of their students. These 12 assessment types are classified into four categories: receptive-response (true-false, multiple-choice, and matching items); productive-response (fill-in and short-answer items, and performance assessment); personal-response (portfolios, conferences, and self/peer assessment); and individualized-response (i.e., continuous, differentiated, and dynamic assessment). The chapter then examines the pedagogical implications of these 12 assessment types in terms of (a) the content that each can assess, (b) how logistics affect each one, (c) how scoring can be done for each, and (d) what the communicative characteristics are for each. The paper ends by considering the steps teachers might want to follow in deciding which assessment type best matches the materials and activities they are using in their classrooms and thereby maximize the positive washback effects of their assessment on their students’ classroom learning." @default.
- W2510669836 created "2016-09-16" @default.
- W2510669836 creator A5017185723 @default.
- W2510669836 date "2016-01-01" @default.
- W2510669836 modified "2023-10-02" @default.
- W2510669836 title "Assessment in ELT: Theoretical Options and Sound Pedagogical Choices" @default.
- W2510669836 cites W1515314126 @default.
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- W2510669836 doi "https://doi.org/10.1007/978-3-319-38834-2_6" @default.
- W2510669836 hasPublicationYear "2016" @default.
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