Titlebook: Assessment and Autonomy in Language Learning; Carol J. Everhard (Independent Researcher),Linda M Book 2015 Palgrave Macmillan, a division

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https://doi.org/10.1007/978-94-010-2115-9 questions include how LA can be described in terms of observable behaviours and/or in terms of understandable criteria in different learning contexts, also whether stages of LA development can be defined, whether such a progression can shed light on how to foster LA, and, finally, whether there is

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https://doi.org/10.1007/978-1-349-03455-0evidence of learners’ autonomy or the use of peer-assessment. It identifies the key features involved in the exercise of autonomy as critical reflection and decision-making, and examines the significance of these features, before considering debates about the extent to which learners can be trained

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n language-learning contexts in Europe and the Far East. The contributors to the book describe research into assessment both for and as autonomy, as well as approaches to the assessment of autonomy itself.978-1-349-49026-4978-1-137-41438-0

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Study of Temporal Behaviour of Homogeneity Maps for Estimating Representative Area of a Ground Sampl the number and location of sampling points can be taken prudently. In this paper, the proposed methodology is demonstrated by considering soil moisture over an experimental watershed as the prediction variable.