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Testing the Spoken English of Young Norwegians

A Study of Testing Validity and the Role of Smallwords in Contributing to Pupils' Fluency

This book reports on a two-part study: the validation of a test of spoken English for Norwegian secondary school pupils and the corpus-based investigation of the role played by 'smallwords', such as 'well', 'sort of', and 'you know', in bringing about fluency. The first study builds on the Messickian six central aspects of construct validity to produce a practical framework for test validation. It identifies potential sources of invalidity in the test being examined particularly relating to 'fluency'. The second study sets about to explore the concept of fluency, and to expose the extent to which it is acknowledged in the literature to be associated with smallwords, albeit under other names. The findings from the corpus study are drawn on to propose new elements to include in descriptors of fluency, and the implications of the study for classroom practices are discussed.

The 'thing' that is supposed to be tested in the EVA speaking test is 14–15-year-
old Norwegian students' communicative language ability ( CLA) in English
spoken interaction. Prior to developing a test of spoken CLA, one of the first tasks
is to ...

Assessment of Young Learner Literacy Linked to the Common European Framework of Reference for Languages

Primary school teachers are increasingly faced with the task of assessing the literacy of pupils in a language other than a pupil's mother tongue. The handbook presents practical issues and principles associated with this assessment. The section on writing also contains a step-by-step guide for training teachers in the use of the material. Teachers will find tips on how to get pupils to write, how to assess their writing and how to give feedback. This is illustrated by pupils' texts and teachers' comments. In addition, the project website contains downloadable material for assessing writing. Samples of pupils' writing across a range of levels are provided exemplifying how to use the proposed material, with comments demonstrating how the assessment can be used as a basis for feedback to the pupils.

Writing, 7th-8th grades: I write longer texts on topics of personal life using simple
grammatical structures (the length of texts is about 90-120 words). Reading, 5th-
6th grades: I understand the basic information in short texts (up to 200 words) in ...