By Rahma Al-Mahrooqi, Christine Coombe, Faisal Al-Maamari, Vijay Thakur
This ebook examines stated practices and demonstrates to academics find out how to take advantage of out in their evaluate practices. It additionally explores diversified overview equipment for talents comparable to examining, writing, listening and conversing. Forecasting the way forward for evaluation and the place suggestions like replacement evaluation and dynamic overview are heading, it additionally exhibits how particularly new instructing equipment equivalent to communicative methodologies and problem-based studying are mirrored in assessment.
This publication represents a discussion board the place participants have provided their learn and cutting edge principles and practices at the very important subject of review and opened a clean debate on it. It bargains an exceptional reference advisor for EFL lecturers, practitioners, researchers and trying out and evaluate experts. every one bankruptcy examines significant matters in review and their reference to educating and studying in EFL contexts.
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Extra info for Revisiting EFL assessment: critical perspectives
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Language testing in practice. Oxford: Oxford University Press. , & William, D. (2003). Assessment for learning: Putting it into practice. Maidenhead: Open University Press. , & Politano, C. (1998). Recognition without rewards. Winnipeg, MB: Peguis Publishers. , & Brindley, G. (2002). Assessment. In N. ), An introduction to applied linguistics (pp. 268–288). London: Arnold. , & Bryan, C. (2006). Reflections, rationales and realities. In C. Bryan & K. ), Innovative assessment in higher education (pp.
Focusing on these effects, CLT begins with the assumption that language testing is not neutral, but rather it is a product of cultural, social, political and educational agendas that affect teachers’ and learners’ lives. Hence, test-takers can be thought of as political subjects in political contexts. CLT also explores whose agendas are behind tests, what visions of society tests presuppose, whose knowledge tests are based on and whether it is negotiable. CLT then examines test meanings and scores and their openness to interpretations (Dai Quang, 2007).