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PELT Chapter15 Classroom-based assessment

저작시기 2013.12 |등록일 2014.07.04 한글파일한컴오피스 (hwp) | 4페이지 | 가격 2,000원

목차

1. What is assessment(학습자평가) and evaluation(종합평가)
2. Background to assessment and evaluation
3. Principles of classroom assessment and evaluation
4. Classroom techniques and tasks
5. Assessment and evaluation in the classroom
6. Conclusion

본문내용

① From the 1950s to about the mid-1970s, it was thought that language proficiency involved mastery of separate parts of the linguistic system such as the sound system, grammar, and vocabulary, so these were the elements that were tested.
→ discrete-point tests, objective types of items such as multiple choice.

② Applied linguists and language test developers began to reassess the notion of language ability and to try to spell out explicitly what happens when people use language for communicative purposes.
· Canale and Swain : a model of communicative competence, in a particular social context.
· Bachman and Palmer : communicative language ability and strategic competence

③ This principle of matching assessment tasks to real-world language use has been increasingly applied to language test construction in recent years. Many test nowadays include authentic-looking texts and similar tasks can be encountered.
This emphasis on real-life language is also evident in classroom assessment. .

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