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pro vyhledávání: '"Ahyoung Alicia Kim"'
Publikováno v:
Fundamental Considerations in Technology Mediated Language Assessment ISBN: 9781003292395
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::69df395f65e8fa0f4247cb51232285d5
https://doi.org/10.4324/9781003292395-13
https://doi.org/10.4324/9781003292395-13
Publikováno v:
Language Assessment Quarterly. 19:343-367
Publikováno v:
Language Testing. :026553222211490
English learners (ELs) comprise approximately 10% of kindergarten to Grade 12 students in US public schools, with about 15% of ELs identified as having disabilities. English language proficiency (ELP) assessments must adhere to universal design princ
Publikováno v:
International Journal of Bilingual Education and Bilingualism. 25:1857-1876
This study explores how preschool educators could assess dual language learners’ (DLLs) English language abilities using formative instruments in school settings. It specifically examines (1) DLLs’...
Publikováno v:
Computer Assisted Language Learning. 35:437-468
Previous research on online features embedded in language assessments have been limited to the use of dictionary or spell/grammar check. Few have examined the role of accessibility features in the ...
Publikováno v:
Language Testing. 37:54-75
This study investigated the assessment literacy required for K–12 educators to interpret score reports from a K–12 English language proficiency assessment. The assessment in concern is ACCESS for ELLs, which is an annual summative assessment that
Publikováno v:
TESOL Quarterly. 53:482-513
Publikováno v:
Assessing English Language Proficiency in U.S. K–12 Schools ISBN: 9780429491689
This chapter discusses the innovative features that are embedded in large-scale standardized K–12 English language proficiency (ELP) assessments that are widely used in the United States. Innovative assessment features, such as technology-enhanced
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a3aabf7ab46fdd7887b2bfe3d8b59b3a
https://doi.org/10.4324/9780429491689-4
https://doi.org/10.4324/9780429491689-4
Autor:
Hyun Jung Kim, Ahyoung Alicia Kim
Publikováno v:
Assessing Writing. 32:57-71
Learning-oriented language assessment (LOLA) can be effective in promoting learning through assessment by creating a link between the two. Although previous studies have examined the effectiveness of feedback – a major element of LOLA – in L2 wri
Publikováno v:
The Politics of English Second Language Writing Assessment in Global Contexts ISBN: 9781315106069
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::91b45be92e9b67da623eac86eb37ccb8
https://doi.org/10.4324/9781315106069-19
https://doi.org/10.4324/9781315106069-19