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Diagnostic Oral Skills Assessment: Developing Flexible Guidelines for Formative Speaking Tests in EFL Classrooms Worldwide New edition [Minkštas viršelis]

  • Formatas: Paperback / softback, 227 pages, aukštis x plotis: 210x140 mm, weight: 340 g
  • Išleidimo metai: 14-Jan-2011
  • Leidėjas: Peter Lang AG, Internationaler Verlag der Wissenschaften
  • ISBN-10: 3034304706
  • ISBN-13: 9783034304702
Kitos knygos pagal šią temą:
Diagnostic Oral Skills Assessment: Developing Flexible Guidelines for Formative Speaking Tests in EFL Classrooms Worldwide New editionDidesnis paveikslėlis
  • Formatas: Paperback / softback, 227 pages, aukštis x plotis: 210x140 mm, weight: 340 g
  • Išleidimo metai: 14-Jan-2011
  • Leidėjas: Peter Lang AG, Internationaler Verlag der Wissenschaften
  • ISBN-10: 3034304706
  • ISBN-13: 9783034304702
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9783034304702.html
Raktažodžiai:
Communicative language teaching is based on the notion that involving learners in interactive tasks where meaningful dialogue and functional language is transferred will promote learning. Curriculum development, which includes assessment, must integrate information, skills, objectives and training to meet the challenges facing the students now and in the future. Many teachers feel ill equipped to assess spoken language though they acknowledge the importance of assessing their students’ communicative competence. This book describes comprehensive research undertaken to identify critical components of formative speaking tests, investigates whether diagnostic oral skills tests are available, and leads to the development of a framework for designing formative oral speaking tests which reflect previous teaching / learning in the classroom. Altogether 246 teachers, trainers, and language testing experts, and 110 students participated in the study.
Author's Foreword 5(4)
List of Tables 9(1)
List of Figures 10(3)
1 Orientation to the Problem 13(20)
1.1 Review of the Literature
18(11)
1.2 Statement of the Problem
29(2)
1.3 Summary
31(2)
2 Design of the Study 33(28)
2.1 Methodology
33(1)
2.2 Statement of the Problem
34(1)
2.3 Sources of Data
35(3)
2.4 Populations and Sampling
38(9)
2.5 Data Collection
47(6)
2.6 Instrumentation
53(6)
2.7 Significance of the Study
59(1)
2.8 Limitations of the Study
59(1)
2.9 Summary
60(1)
3 Presentation of Data 61(40)
3.1 Introduction
61(1)
3.2 Presentation of the Data
62(37)
3.3 Summary
99(2)
4 Analyses of the Data 101(50)
4.1 Introduction
101(1)
4.2 Purpose of the Study
101(48)
4.3 Summary
149(2)
5 Summary, Conclusions, Presentation of the FD-DIOSA and Implications for Further Research 151(58)
5.1 Introduction
151(1)
5.2 Summary
151(7)
5.3 Conclusions
158(4)
5.3 FD-DIOSA
162(45)
I Introduction
162(4)
II General Specification Guidelines for DIOSA Design
166(23)
III Test Design Specification Sheet, DIOSA
189(1)
IV Sample Test Design Specification Sheets
190(10)
V Conclusion
200(1)
VI Glossary
201(6)
5.4 Implications for Further Research
207(2)
Appendices 209(10)
Appendix A: Common European Framework of Reference
210(1)
Appendix B: Questionnaire
211(3)
Appendix C: Test Design Specification Sheet
214(1)
Appendix D: Instructions to Sample 3
215(1)
Appendix E: Email to Population 2
216(1)
Appendix F: Email Questionnaire to Population 3
217(1)
Appendix G: Feedback Questionnaire for Population 3
218(1)
Bibliography 219
Jo Ann Salvisberg currently lectures at the University of Applied Sciences and Arts, School of Business, Luzern, Switzerland, and works as a freelance trainer. She has been involved in TESOL since 1990, primarily teaching adult learners, and began doing teacher training in 2001. In addition to the CTEFLA (Certificate for Teaching English as a Foreign Language to Adults), she completed her studies with an M.Ed. in ELT in 2001, and a PhD in TEFL (Teaching English to Speakers fo Other Languages) and Social Psychology in Education in 2007 with a primary research focus on communicative skills assessment in the EFL classroom.