Assessment myths : applying second language research to classroom teaching
著者
書誌事項
Assessment myths : applying second language research to classroom teaching
University of Michigan Press, c2015
- : [pbk.]
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注記
"More myths books planned for 2016"--Publisher's listing at the end of the book
Includes bubliographical references (p. 151-164) and index
内容説明・目次
内容説明
This volume was conceived as a ""best practices"" resource for assessment in the way that Vocabulary Myths by Keith S. Folse is one for reading and vocabulary teachers. Like others in the Myths series, this book combines research with good pedagogical practices.
The book opens with an introduction that reviews many key assessment terms and concepts.
The myths examined in this book are:
Assessment is just writing tests and using statistics.
A comprehensive final exam is the best way to evaluate students.
Scores on performance assessments are preferable because of their accuracy and authenticity.
Multiple choice tests are inaccurate measures of language but are easy to write.
We should test only one skill at a time.
A test's validity can be determined by looking at it.
Issues of fairness are not a concern with standardized testing.
Teachers should never be involved in preparing students for tests.
Implications for teaching and an agenda for research are discussed in a conclusion.
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