Arthur Hughes Testing For Language Teachers Pdf BEST Download

Arthur Hughes Testing For Language Teachers Pdf BEST Download

%e6%9c%aa%e5%88%86%e9%a1%9e - - Arthur Hughes Testing For Language Teachers Pdf BEST Download





 
 
 
 
 
 
 

Arthur Hughes Testing For Language Teachers Pdf Download

two years had lapsed since the introduction of clt into mainstream practice (roberts, 2000, in wall, 2001). this implies that the most recent language assessment reforms are in their third year (wall, 1996). it seems that participants may not have had sufficient time to consult any educational literature (wall, 1996) and be conversant with the particulars of language assessment theory (fullan 2007). so, it was not surprising that they were unable to articulate a coherent definition of clt during the interview. this is not to say that teaching english teachers do not have the requisite linguistic and pedagogical competencies to implement lar and that there is need to test their pedagogical competencies. certainly, this is not only true, but in fact imperative given the imminent change in assessment reform.

given that this interview was conducted almost 10 years after the reform was introduced into mainstream practice, it is also not surprising that participants had little recall of all the different assessment changes that took place over the two decades. in fact, most of the newer assessment reforms ended up becoming parts of the new clt (roberts, 2000 in wall, 2001). to the teachers, the changes that took place were a part of the reform and time-wise, did not seem to have constituted a full two years. of course, with any educational reform, the opponents often ask the following questions: how will this change others? how will this change me? how will the new assessment practices affect my practice? how will this change what i teach? how will this change the students? (alderson and wall, 1993). the new assessment reform forms part of the reform package in that it is supposed to go hand-in-hand with the new curriculum.

teaching is not learning, teaching is a form of learning. the teacher should ensure the students grasp the key aspects of a language, not just a few words. it’s the art of teaching that is important and not the art of testing. with the new exam, the teacher should test the understanding of the lesson. he should ensure that learners understand the key features of a language. he should be able to assess the key aspects of a language. when you learn a language, you should be able to use the language in any context and anytime. there is no need to teach grammar in the first stage of learning. teaching is more than grammar. the teacher needs to ensure that the students are able to make sense of the material. if they understand the key aspects of a language, they will be able to use the language in any context and anytime. ediger, m. (2014). clt, the teaching of language: theoretical and practice in the elt classroom. retrieved november 2, 2015, from national center for research on evaluation, standards, and student testing website
as we noted earlier, in the present study, we deliberately avoided the use of authentic test items so as not to introduce any bias in the study. to further avoid any bias, we had to ensure that the students we worked with in the study did not already have knowledge of these items. this included asking them to fill out a language assessment literacy questionnaire. at the time of our study, the curriculum did not mandate any particular language assessment literacy format. therefore, most teachers used the gre format, whereas some used the ses format. for the sake of furthering the objectivity of the study, we asked the head teacher to designate a few tests to be used by participants in our study. however, she did not do so, perhaps because the tests were not available at the time of the study. as such, the tests that were available in our study were the ones used by her in the regular classroom. as a result, a selection bias is introduced into the data, and the data cannot be considered to be representative of the population. it is possible that the use of multiple tests to measure different aspects of language assessment literacy may have led to a more comprehensive picture of participants responses.
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