Teacher-based language assessment

Abstract: Davidson's (2004) recommendations regarding qualifying teacher-based assessment have been considered as the basis for any discussion regarding the concept of teacher based-assessment because of the theoretical depth of his model. The present study, with noticing the comprehensiveness of Davidson's model, aims at presenting the background of the teacher-based assessment and its functional aspects in language testing. To this end, the study highlights the most important considerations for the development of the alternative assessment that serve the purpose of learning. Meanwhile, it focuses on the role of teacher-based assessment across different areas of language learning. For instance, the study considered pragmatic knowledge and, generally, competence as the possible areas that can be developed through teacher-based assessment. With regard to the practical sense of test development, the researcher reviewed several roles that have been noted as the steps and aspects that should be

Standort
Deutsche Nationalbibliothek Frankfurt am Main
Umfang
Online-Ressource
Sprache
Englisch
Anmerkungen
Veröffentlichungsversion
begutachtet (peer reviewed)
In: International Letters of Social and Humanistic Sciences (2015) 60 ; 77-82

Klassifikation
Erziehung, Schul- und Bildungswesen

Ereignis
Veröffentlichung
(wo)
Mannheim
(wann)
2015
Urheber
Ahmadi Fatalaki, Javad

DOI
10.18052/www.scipress.com/ILSHS.60.77
URN
urn:nbn:de:101:1-2019072814331613357793
Rechteinformation
Open Access; Open Access; Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
Letzte Aktualisierung
25.03.2025, 13:52 MEZ

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Beteiligte

  • Ahmadi Fatalaki, Javad

Entstanden

  • 2015

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