Titlebook: Language Testing and Assessment; Elana Shohamy,Iair G. Or,Stephen May Living reference work 20200th edition

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Dynamic Assessment,herent part of all assessment regardless of purpose or context. This position follows from the theoretical basis of DA in the writings of Russian psychologist L. S. Vygotsky and in particular his proposal of the zone of proximal development. Positing that independent functioning indicates only abili

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High-Stakes Tests as De Facto Language Education Policies,. Tests now hold extremely important consequences for students, teachers, schools, and entire school systems. Because the stakes of current tests are so high, they guide a wide range of educational choices, including curricula, materials, pedagogy, teacher preparation, educational programming, and l

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Language Assessment in Higher Education,ation environment. It considers validity issues surrounding the design and use of the tests used for (i) establishing minimum English entry requirements, (ii) identifying language support needs postentry and/or making English course placement decisions, (iii) establishing readiness to teach academic

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Language Assessment in the US Government,guage Roundtable (ILR) Skill Level Descriptions, the US government has developed and administered tests not only in proficiency skills (listening, reading, speaking, writing) but led the way in performance testing (translation, audio translation, and interpretation) and intercultural competence. The

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Language Assessment Literacy,aster in order to perform assessment tasks. The need for defining a literacy framework in language assessment has arisen following acknowledgment of teachers’ assessment needs as well as the increase in the number of stakeholders from different disciplines involved in language assessment activities

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