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Palgrave Macmillan

Changing Language Assessment

New Dimensions, New Challenges

  • Book
  • © 2020

Overview

Editors:
  1. Sahbi Hidri

    1. English Department, Faculty of Human and Social Sciences, Tunis, Tunisia

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  • Presents new language assessment dimensions and challenges in different international contexts
  • Explores how manifestations of assessment can negatively or positively impact the performance of students
  • Examines links between teaching, learning and testing, types of assessment, students’ learning outcomes, international benchmarks and language skills

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Table of contents (14 chapters)

  1. Front Matter

    Pages i-xxv
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  2. Roles of Assessment and Learning Outcomes

    1. Front Matter

      Pages 1-1
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    2. New Challenges in Language Assessment

      • Sahbi Hidri
      Pages 3-22

    3. The Pedagogic Role of Assessment in Improving Learner Outcomes

      • Ekaterina Popkova
      Pages 23-52

    4. Integrated Performance Assessment

      • Gabriel Diaz Maggioli
      Pages 53-73

  3. Challenges in Assessing the Productive Skills

    1. Front Matter

      Pages 75-75
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    2. Rubric-Based Assessment of the Productive Skills

      • Reza Vahdani Sanavi, Mojtaba Mohammadi
      Pages 77-94

    3. Can Teacher and Peer Formative Feedback Enhance L2 University Students’ Oral Presentation Skills?

      • Diana Al Jahromi
      Pages 95-131

    4. Summary Writing as a Form of Integrated Skills Assessment in Tertiary Settings

      • Elena Khvatova, Elena Krutskikh
      Pages 133-158

  4. Test-Taking Strategies in Alternative and Standard Forms of Assessment

    1. Front Matter

      Pages 159-159
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    2. Classroom-Based Assessment in Multi-Exam Preparation Classes: Choosing Alternative Assessment Techniques

      • Irini-Renika Papakammenou
      Pages 161-180

    3. Readability of Syntactic Constructions for Transparency and Reliability of Input Texts for Unified State Exams in English

      • Elena Varlamova, Olga Safonkina
      Pages 181-193

  5. Teacher Feedback and Challenges for Assessing Interactional and Intercultural Competence

    1. Front Matter

      Pages 195-195
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    2. Feedback or Evaluation: Teacher-Trainees’ Preferences for Explicit Evaluation in Post-lesson Discussions

      • Irina Ivanova
      Pages 197-222

    3. Integrating Teacher Feedback and Assessment to Improve L2 Writing

      • Viktoriya Osidak, Tamara Kavytska, Viktoriia Drobotun
      Pages 223-251

    4. Strategy to Assess L2 Interactional Competence of University Students: Ukrainian Context

      • Olesia Liubashenko, Tamara Kavytska
      Pages 253-274

    5. Integrating a 3-D Tool of Assessing Intercultural Competence in Teacher Education

      • Olga Kvasova, Yuliia Trykashna
      Pages 275-300

  6. Challenges in Formative Assessment

    1. Front Matter

      Pages 301-301
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    2. Enhancing Grammar Learning Through Assessment at Tertiary Level

      • Olha Drahinda, Viktoriya Osidak
      Pages 303-327

    3. The Impacts of Explicit Teaching and Assessment of Grammar on Tertiary Level Students in an EFL Context

      • Haya Al Nuaimi
      Pages 329-368
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Keywords

About this book

This edited book brings together fifteen original empirical studies from a variety of international contexts to provide a detailed exploration of language assessment, testing and evaluation. Language assessment has a key role in the development and implementation of language and educational policies at the national level, and this book examines some of the impacts - both positive and negative - of different skills testing and examination approaches on learning outcomes and individual students' language learning. This book will be of interest to scholars working in applied linguistics and language education, teacher training, testing and evaluation, as well as stakeholders such as practitioners, educators, educational agencies, and test developers.

Reviews

"The series of investigations and reports in this book edited by Dr. Sahbi Hidri makes an important contribution to the expanding body of knowledge related to classroom assessment in language teaching. Wide-ranging in both the international contexts and focus on varied aspects of assessment, the book provides a rich resource and reference text exploring the multiple dimensions and challenges of effective language assessment." --Eddy White, University of Arizona, USA

Editors and Affiliations

  • English Department, Faculty of Human and Social Sciences, Tunis, Tunisia

    Sahbi Hidri

About the editor

Sahbi Hidri is Assistant Professor in the Department of English at Tunis University, Tunisia, and Senior Specialist in Assessment at Abu Dhabi Women's College, UAE.



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