Ildikó Csépes – författare
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3 produkter
3 produkter
Del 25 - Language Testing and Evaluation
Classroom-Based Language Assessment
Inbunden, Engelska, 2011
663 kr
Skickas inom 5-8 vardagar
While research into aspects of standardised language tests is growing, the area of classroom-based language assessment (CBLA) is still not well-defined and relatively under-researched. Studies investigating CBLA practices within the ESL/EFL school contexts as well as the tertiary level have stressed the need for further research as the picture is not yet complete. The volume aims to address this challenge by presenting a wide scope of research interests that discuss theoretical and practical underpinnings of CBLA. It is also meant to promote the notion of CBLA for a wide membership of the language teaching and testing community covering topics that consider both realities and prospects of CBLA in the assessment world.
Del 26 - Language Testing and Evaluation
Collaboration in Language Testing and Assessment
Inbunden, Engelska, 2012
620 kr
Skickas inom 5-8 vardagar
The Guidelines for Good Practice of the European Association for Language Testing and Assessment (EALTA) stress the importance of collaboration between all parties involved in the process of developing instruments, activities and programmes for testing and assessment. Collaboration is considered to be as important as validity and reliability, providing a crucial prerequisite for responsibility and respect for students. The papers, covering a range of topics that consider both realities and prospects of collaboration, were originally presented at EALTA conferences from 2008 to 2010.
Del 14 - Language Testing and Evaluation
Measuring Oral Proficiency through Paired-Task Performance
Häftad, Engelska, 2009
583 kr
Tillfälligt slut
This book intends to provide a theoretical overview of examining candidates’ oral abilities in different examination formats. In particular, it explores specific partner effects on discourse outcomes and proficiency ratings in the framework of paired-task performance. Two investigations, both set in the context of a proposed Hungarian school leaving examination in English, were carried out in order to contribute to a better understanding of the assumed impact of the chosen variables. Study One investigates discourse differences between examiner-to-examinee interaction and peer-to-peer interaction. Study Two explores the impact of the peer partner’s proficiency. The results show that partner effects related to this variable cannot be predicted as either harmful or beneficial since no statistically significant difference was found between 30 candidates’ scores in different examination conditions.