Titlebook: High-Stakes Testing; The Impact of the LP David Coniam,Peter Falvey Book 2018 Springer Nature Singapore Pte Ltd. 2018 English language stan

DAMN

Research Literatured within their theoretical contexts and, particularly, within the context of language assessment. The ways in which assessment paradigms have changed in recent decades are also discussed to highlight their influences on the benchmarking project.

衰弱的心

Issues in High-Stakes Assessment study, which is described in the following chapters. The full taxonomy of major issues outlined below is not and need not always be present in its entirety in every set of benchmarks, including language benchmarks. However, most major issues need to be taken into account whenever agencies and asses

直言不諱

opalescence

注意到

The Pilot Benchmark Assessment (English)t instruments which were developed in the two and a half years prior to its administration. The background to the exercise and the formation of the sample are first discussed. After this, a brief analysis of each test component is provided. The chapter rounds off with a brief description of test tak

半圓鑿

The LPATE Training Courses: An Initiative to Improve Teacher Language Proficiencydevelopmental and proficiency programmes. The current chapter provides a theoretical foundation highlighting the necessity for teacher professional development through training courses. This chapter then outlines the LPATE training courses provided for in-service teachers in Hong Kong between 2001 a

CANON

The CUHK LPATE Training Courses: Reading and Listeningre introduced together in one chapter as both Reading and Listening are assessed in an analytic manner in the LPATE. The chapter first introduces the two key aspects assessed in the LPATE Reading and Listening Tests, i.e. cognitive abilities as well as linguistic skills and knowledge. It then illust

Vasodilation

The CUHK LPATE Training Courses: Writing, Speaking and Classroom Language the LPATE. The scales and descriptors adopted in each LPATE paper, namely Writing, Speaking and Classroom Language Assessment, are first introduced, followed by a presentation of tasks that were used in different modules. This chapter focuses on how these tasks aided the development of the scales a

語言學(xué)

The Operation of the LPATE (2001–2005). After an initially slow start, where approximately 400 candidates took the Assessment, perhaps because teachers embraced the possibility that the Education Department (as it was then) would not enforce the LPR, the LPATE went from strength to strength, with the candidature increasing steadily to o

BOAST

The Revision of the LPATEe first two stages of the revision project: the review of the LPATE papers and . (Government of the Hong Kong SAR, .); and the pilot tests and subsequent analysis of results carried out on the revisions proposed in the review. The body of the chapter consists of the details of the review and informa