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Learning Oriented Assessment : A Systemic Approach / Neil Jones
Titre : Learning Oriented Assessment : A Systemic Approach Type de document : texte imprimé Auteurs : Neil Jones, Auteur Editeur : New york : University of Cambridge Année de publication : 2016 Importance : 148 p Format : 23x15 cm ISBN/ISSN/EAN : 978-1-316-50788-9 Langues : Anglais (eng) Langues originales : Anglais (eng) Index. décimale : 418 Résumé : This volume outlines the general principles of Learning Oriented Assessment (LOA), placing it in the context of European language learning policy. The authors pose three key questions central to LOA: 'What is learning?' , 'What is to be learned?' and 'What is to be assessed?'. It focuses on the use of evidence, and how it can be collected and used to feed back into learning, overviews large-scale assessment as practised by Cambridge English and learning-oriented classroom assessment practices, and concludes with a look at implementing LOA in practice. With fresh insights into the role of assessment in supporting learning, this volume will be of considerable interest to assessment practitioners, teachers and academics, educational policy-makers and examination board personnel-- Learning Oriented Assessment : A Systemic Approach [texte imprimé] / Neil Jones, Auteur . - New york : University of Cambridge, 2016 . - 148 p ; 23x15 cm.
ISBN : 978-1-316-50788-9
Langues : Anglais (eng) Langues originales : Anglais (eng)
Index. décimale : 418 Résumé : This volume outlines the general principles of Learning Oriented Assessment (LOA), placing it in the context of European language learning policy. The authors pose three key questions central to LOA: 'What is learning?' , 'What is to be learned?' and 'What is to be assessed?'. It focuses on the use of evidence, and how it can be collected and used to feed back into learning, overviews large-scale assessment as practised by Cambridge English and learning-oriented classroom assessment practices, and concludes with a look at implementing LOA in practice. With fresh insights into the role of assessment in supporting learning, this volume will be of considerable interest to assessment practitioners, teachers and academics, educational policy-makers and examination board personnel-- Réservation
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