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Titlebook: Chinese as a Second Language Assessment; Dongbo Zhang,Chin-Hsi Lin Book 2017 Springer Nature Singapore Pte Ltd. 2017 Alternative Assessmen

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發(fā)表于 2025-3-21 17:12:31 | 只看該作者 |倒序瀏覽 |閱讀模式
書目名稱Chinese as a Second Language Assessment
編輯Dongbo Zhang,Chin-Hsi Lin
視頻videohttp://file.papertrans.cn/226/225918/225918.mp4
概述Offers readers a deeper understanding of language assessment in an era of standards in a broad sociolinguistic and educational context.Goes beyond psychometric testing of Chinese with cutting-edge exa
叢書名稱Chinese Language Learning Sciences
圖書封面Titlebook: Chinese as a Second Language Assessment;  Dongbo Zhang,Chin-Hsi Lin Book 2017 Springer Nature Singapore Pte Ltd. 2017 Alternative Assessmen
描述This book brings together 13 original research papers that address emerging issues in the assessment of Chinese as a Second Language (CSL) in five major areas, including standards in CSL assessment; development of CSL tests; assessment of diverse knowledge and skills; computer-supported assessment; and CSL assessment in relation to instruction and teachers’ assessment competence. It goes beyond the psychometric testing of Chinese and provides cutting-edge examinations of the interfaces of assessment with sociology of language, acquisition, pedagogy, and modern technologies, as well as teacher education. Given its unique features and broad range of topics, the book offers an intriguing and valuable resource, not only for scholars and researchers but also teacher educators and assessment practitioners who are directly or indirectly involved in CSL assessment.
出版日期Book 2017
關鍵詞Alternative Assessment; Chinese as a Second Language; Chinese language test; Computer-Based Language As
版次1
doihttps://doi.org/10.1007/978-981-10-4089-4
isbn_softcover978-981-13-5045-0
isbn_ebook978-981-10-4089-4Series ISSN 2520-1719 Series E-ISSN 2520-1727
issn_series 2520-1719
copyrightSpringer Nature Singapore Pte Ltd. 2017
The information of publication is updating

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Das realistische Bild der Wissenschaft,en together, these findings suggest that the informed condition may be preferred for administering the WAT-C. Finally, in both conditions, the All-or-Nothing scoring method, which awards a point only if all associates but no distractors are selected, consistently predicted reading comprehension sign
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