標(biāo)題: Titlebook: Classroom Writing Assessment and Feedback in L2 School Contexts; Icy Lee Book 2017 Springer Nature Singapore Pte Ltd. 2017 Assessment and [打印本頁(yè)] 作者: 惡化 時(shí)間: 2025-3-21 18:01
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作者: exigent 時(shí)間: 2025-3-21 22:41 作者: 廣告 時(shí)間: 2025-3-22 01:36 作者: 長(zhǎng)處 時(shí)間: 2025-3-22 06:01 作者: Ovulation 時(shí)間: 2025-3-22 11:26
Estimation Using Initial Strains,ent texts, give arbitrary and unhelpful feedback, and fail to help students develop strategies to improve their writing. In 1996, Truscott published a controversial article that questions the place of grammar correction in teacher feedback, and since then research on feedback in L2 writing has proli作者: Infect 時(shí)間: 2025-3-22 16:09
Estimation of Residual Stresses,nto dialogues related to performance and standards” (Liu and Carless 2006, p. 280). One major focus of peer feedback is, therefore, on the role of the learners, as well as the process through which they communicate ideas about “the amount, level, value, worth, quality of success of the products or o作者: Infect 時(shí)間: 2025-3-22 19:45
Estimation Using Initial Strains, process, students obtain feedback from multiple sources (e.g., teacher and peers), and such interactions provide experiences within students’ zone of proximal development (ZPD) (Vygotsky 1978) and help advance their learning. In sociocultural terms, portfolio assessment is seen as a mediating facto作者: 多節(jié) 時(shí)間: 2025-3-23 00:47
e style, the book provides a practical and valuable resource for L2 writing teachers to promote student writing, and for teacher educators to deliver effective classroom writing assessment and feedback training978-981-10-9999-1978-981-10-3924-9作者: AXIS 時(shí)間: 2025-3-23 02:56 作者: Cursory 時(shí)間: 2025-3-23 06:43 作者: 耕種 時(shí)間: 2025-3-23 11:44 作者: Minutes 時(shí)間: 2025-3-23 13:53
Perspectives on Feedback in L2 Writing,ent texts, give arbitrary and unhelpful feedback, and fail to help students develop strategies to improve their writing. In 1996, Truscott published a controversial article that questions the place of grammar correction in teacher feedback, and since then research on feedback in L2 writing has proli作者: Exaggerate 時(shí)間: 2025-3-23 20:39 作者: 協(xié)定 時(shí)間: 2025-3-23 23:06
Portfolios in Classroom L2 Writing Assessment, process, students obtain feedback from multiple sources (e.g., teacher and peers), and such interactions provide experiences within students’ zone of proximal development (ZPD) (Vygotsky 1978) and help advance their learning. In sociocultural terms, portfolio assessment is seen as a mediating facto作者: FEAT 時(shí)間: 2025-3-24 05:47
Estimation Using Initial Strains, monitoring their progress toward these goals, and determining how to address any gaps” (Andrade et al. 2012, p. 8). Such student-centered classroom assessment is referred to as “assessment as learning” (AaL) (Earl 2003, 2013).作者: FLAG 時(shí)間: 2025-3-24 10:01
Assessment as Learning in the L2 Writing Classroom, monitoring their progress toward these goals, and determining how to address any gaps” (Andrade et al. 2012, p. 8). Such student-centered classroom assessment is referred to as “assessment as learning” (AaL) (Earl 2003, 2013).作者: 胰臟 時(shí)間: 2025-3-24 12:09
Book 2017mines how effective classroom assessment and feedback can provide a solid foundation for the successful teaching and learning of writing. Drawing upon current educational and L2 writing theories and research, the book is the first to address writing assessment and feedback in L2 primary and secondar作者: 大吃大喝 時(shí)間: 2025-3-24 15:46
Estimation Using Initial Strains,ition of writing skills an important priority for young L2 learners. Since “developing language competence inevitably requires assessment” (Berchoud et al. 2011, p. 9), how teachers should conduct classroom assessment to help L2 students improve their writing is of critical importance.作者: 敲竹杠 時(shí)間: 2025-3-24 19:27
Welding Effects On Thin Stiffened Panelsprint and computer literacies” (Bloch 2008, p. 12) and be able to read and write in the digital environment (Warschauer et al. 2013). The advent of technology has therefore opened up new possibilities for classroom writing assessment and feedback.作者: HAIL 時(shí)間: 2025-3-25 01:16
https://doi.org/10.1007/1-4020-5329-0 increasing realization throughout the world that teacher assessment literacy is underdeveloped (Jin 2010; Popham 2011; Volante and Fazio 2007) and that it warrants urgent attention on teachers’ professional development programs.作者: 極大痛苦 時(shí)間: 2025-3-25 06:52
Introduction,ition of writing skills an important priority for young L2 learners. Since “developing language competence inevitably requires assessment” (Berchoud et al. 2011, p. 9), how teachers should conduct classroom assessment to help L2 students improve their writing is of critical importance.作者: 一個(gè)攪動(dòng)不安 時(shí)間: 2025-3-25 07:30 作者: 商業(yè)上 時(shí)間: 2025-3-25 14:27
Classroom Assessment Literacy for L2 Writing Teachers, increasing realization throughout the world that teacher assessment literacy is underdeveloped (Jin 2010; Popham 2011; Volante and Fazio 2007) and that it warrants urgent attention on teachers’ professional development programs.作者: nitroglycerin 時(shí)間: 2025-3-25 16:26
from the perspective of assessment for learning and assessmeWhile assessment and feedback tend to be treated separately in the L2 writing literature, this book brings together these two essential topics and examines how effective classroom assessment and feedback can provide a solid foundation for t作者: Protein 時(shí)間: 2025-3-25 19:58
Estimation of Residual Stresses,2 contexts, particularly in large classes typical of school contexts, the written mode of teacher feedback has remained the major kind of feedback in writing classrooms. In this chapter, therefore, “teacher feedback” refers mainly to teacher written feedback.作者: 災(zāi)禍 時(shí)間: 2025-3-26 02:46
Teacher Feedback in L2 Writing,2 contexts, particularly in large classes typical of school contexts, the written mode of teacher feedback has remained the major kind of feedback in writing classrooms. In this chapter, therefore, “teacher feedback” refers mainly to teacher written feedback.作者: 厭食癥 時(shí)間: 2025-3-26 08:01 作者: Gratuitous 時(shí)間: 2025-3-26 09:32
Purpose, Theory, and Practice of Classroom L2 Writing Assessment,ger focus on outcome-based and standard-referenced assessment (Davison and Cummins 2006). Such a shift results in an increasing attention to a “substantive connection between assessment and meaningful instruction” (Shepard 2000a, p. 3), where teachers’ evaluation of student learning, their feedback,作者: micronized 時(shí)間: 2025-3-26 16:40
Assessment for Learning in the L2 Writing Classroom,different parts of the world. In the United Kingdom, the Assessment Reform Group (2002), with which the notion of AfL is closely affiliated, has played a pivotal role in bringing about positive change to assessment practice, policy, and research in not only the United Kingdom (see Black and Wiliam 2作者: tolerance 時(shí)間: 2025-3-26 17:56 作者: cancer 時(shí)間: 2025-3-26 21:17
Perspectives on Feedback in L2 Writing,nding” (Hattie and Timperley 2007, p. 81), with “direct, useable insights into current performance, based on tangible differences between current performance and hoped for performance” (Wiggins 1993, p. 182). In L2 writing, feedback has been a topic of perennial interest to language/writing teachers作者: Radiation 時(shí)間: 2025-3-27 04:58
Teacher Feedback in L2 Writing,nd uncertainty” (Ferris 2014, p. 6). As a result, teacher feedback has drawn considerable attention from both researchers and practitioners. In many L2 contexts, particularly in large classes typical of school contexts, the written mode of teacher feedback has remained the major kind of feedback in 作者: 小官 時(shí)間: 2025-3-27 09:05 作者: 注射器 時(shí)間: 2025-3-27 12:47 作者: Exposure 時(shí)間: 2025-3-27 17:15
Technology in Classroom L2 Writing Assessment and Feedback, learning that solely uses the pen and paper and is confined by the four walls of the classroom. eLearning has, as a result, experienced unprecedented expansion in education in recent years. In writing, the use of technology is in consonance with the new literacy movement (Barton 1994; Barton et al.作者: visual-cortex 時(shí)間: 2025-3-27 20:57 作者: 親密 時(shí)間: 2025-3-27 23:04 作者: 剝削 時(shí)間: 2025-3-28 04:54 作者: Adulate 時(shí)間: 2025-3-28 07:12
Estimation Using Initial Strains,ativity and critical thinking, and build confidence. Effective writing skills contribute to academic success and are considered a useful asset in the workplace. In second and/or foreign language (L2) contexts, as a result of globalization and the worldwide trend toward learning English as an L2 at a作者: 吃掉 時(shí)間: 2025-3-28 12:13
https://doi.org/10.1007/978-0-387-39030-7ger focus on outcome-based and standard-referenced assessment (Davison and Cummins 2006). Such a shift results in an increasing attention to a “substantive connection between assessment and meaningful instruction” (Shepard 2000a, p. 3), where teachers’ evaluation of student learning, their feedback,作者: GROUP 時(shí)間: 2025-3-28 16:54 作者: 不可救藥 時(shí)間: 2025-3-28 19:08
Estimation Using Initial Strains,trategies with students (e.g., clarifying learning goals and success criteria and giving descriptive feedback to their peers) so that students themselves can engage with similar AfL practices to help themselves and their peers with self-regulated, self-monitoring, and autonomous learning (Lee 2016).作者: entail 時(shí)間: 2025-3-29 01:33 作者: Expostulate 時(shí)間: 2025-3-29 04:10 作者: zonules 時(shí)間: 2025-3-29 08:54
