<p><span>This edited book documents practices of learning-oriented language assessment through practitioner research and research syntheses. Learning-oriented language assessment refers to language assessment strategies that capitalise on learner differences and their relationships with the learning
How Assessment Supports Learning : Learning-Oriented Assessment in Action
โ Scribed by David Carless; Gordon Joughin; Ngar-Fun Liu
- Publisher
- Hong Kong University Press
- Year
- 2006
- Tongue
- English
- Leaves
- 191
- Edition
- 1
- Category
- Library
No coin nor oath required. For personal study only.
โฆ Synopsis
This book presents 39 innovative assessment practices from a range of disciplines and located in a clearly articulated theoretical framework, it also concludes with suggestions for responding to challenges at the interface between assessment and learning.
โฆ Subjects
College students -- Rating of -- China -- Hong Kong. ; Educational tests and measurements -- China -- Hong Kong. ; Communication in education -- China -- Hong Kong.; EDU030000; EDU038000; LAN004000
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<p><span>This collection brings together research on learning-oriented language assessment from scholars working across geographic and educational contexts, highlighting the opportunities of assessment practices which seek to better align assessment and learning tasks and support effective learning.
<p><span>This collection brings together research on learning-oriented language assessment from scholars working across geographic and educational contexts, highlighting the opportunities of assessment practices which seek to better align assessment and learning tasks and support effective learning.
<p><p>The Asia-Pacific region needs to maximize the benefits of education to enable it to compete in an economic future dominated by innovation, in which assessing student progress must be an empowering rather than delimiting factor. This detailed exposition of the theoretical basis and application
This book outlines the key problems associated with the intersections of assessment, learning and teaching, and presents guiding principles to effective assessment that schools can follow in order to optimise student outcomes. Addressing challenges such as competing conceptualisations of assessment,