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- W2947004621 abstract "From the first day of instruction, it's important to understand the skill objectives in a second language classroom, and for instruction to be aligned with the assessment. In addition, the pace of instruction should be based on qualitative and quantitative data derived from the use of ongoing formative assessments. These assessments are crucial to determine what skills students have mastered, and which ones may require further instruction and practice, with the goal for students to be able to effectively communicate in the target language in real-world scenarios. In this chapter, the author identifies and emphasizes the importance of using integrated performance assessments to drive the pace of instruction. There are three different tools presented which have been used effectively to measure students' speaking skills, vocabulary knowledge, and ability to apply grammatical concepts in a second language (L2) classroom for students with dyslexia and other language-based learning differences. And finally, there is an opportunity to put the practical concepts learned in the chapter into practice." @default.
- W2947004621 created "2019-06-07" @default.
- W2947004621 creator A5075978091 @default.
- W2947004621 date "2019-01-01" @default.
- W2947004621 modified "2023-09-25" @default.
- W2947004621 title "Developing and Analyzing Form and Function of L2 Integrated Performance Assessments for Diverse Learners" @default.
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- W2947004621 doi "https://doi.org/10.4018/978-1-5225-8543-5.ch014" @default.
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