CEFR-informed learning, teaching and assessment : a practical guide
著者
書誌事項
CEFR-informed learning, teaching and assessment : a practical guide
（Springer texts in education）
Springer, c2020
- : [pbk.]
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注記
Other authors: Gregory C. Birch, Jack V. Bower, Maria Gabriela Schmidt
Includes bibliographical references and indexes
内容説明・目次
内容説明
This book is a practical guide to the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) (Council of Europe 2001) and the CEFR Companion Volume (CEFR/ CV; COE 2018), which have increasingly been used to inform the language policies and teaching practices of countries within and outside of Europe. It helps practitioners to (i) grasp essential and core concepts of the Common European Framework of Reference, (ii) identify parts of the CEFR and the CEFR/CV as well as other CEFR-related resources and documents that are relevant for readers' different purposes, and (iii) utilise and adapt these resources for their own needs. Written by practitioners for practitioners, this hands-on guide covers the philosophy of the CEFR, curricula, assessment, learner autonomy, the task-based approach, and teacher development.
Logically explaining all aspects of the framework and its application, this manual helps readers deal with many of the difficulties encountered when using CEFR and the CEFR CV.
The book will appeal to a wide audience, including teacher educators; curriculum and materials developers; examination boards unfamiliar with the CEFR; university language departments and language centres responsible for developing their own curricula, teaching/learning approaches and assessment instruments; and policy-makers wanting to learn more about the implications of adopting the CEFR. It is a guidebook, a reference book and a workbook all in your hand.
目次
1 The CEFR and Practical Resources.- 2 Curriculum and Course Design.- 3 Assessment.- 4 Learner Autonomy and the European Language Portfolio.- 5 Integrating Learning, Teaching and Assessment.- 6 Teacher Autonomy.
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