Assessment and Self-evaluation in Language Teaching and Learning

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11230%2F12%3A10120322" target="_blank" >RIV/00216208:11230/12:10120322 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Assessment and Self-evaluation in Language Teaching and Learning

Popis výsledku v původním jazyce

The recent developments in Europe, particularly associated with language policy in the European Union and the Council of Europe, including the dissemination of the Common European Framework and the European Language Portfolio, have highlighted the need for rising awareness on evaluation, assessment and self-evaluation and their practical applications in education. Although there is an extensive literature on tests and testing and the validity of the test results, the ways in which students are benefiting from them in their real lives, along with assessment and evaluation have been far less studied (Brown 2005; Holec 1979). The purpose of this study was to analyse and compare three types of assessment strategies of foreign language learning to look forcorrelations between the factors influencing Czech students' learning outcomes. Results for English as a foreign language are presented here.

Název v anglickém jazyce

Assessment and Self-evaluation in Language Teaching and Learning

Popis výsledku anglicky

The recent developments in Europe, particularly associated with language policy in the European Union and the Council of Europe, including the dissemination of the Common European Framework and the European Language Portfolio, have highlighted the need for rising awareness on evaluation, assessment and self-evaluation and their practical applications in education. Although there is an extensive literature on tests and testing and the validity of the test results, the ways in which students are benefiting from them in their real lives, along with assessment and evaluation have been far less studied (Brown 2005; Holec 1979). The purpose of this study was to analyse and compare three types of assessment strategies of foreign language learning to look forcorrelations between the factors influencing Czech students' learning outcomes. Results for English as a foreign language are presented here.

Druh

D - Stať ve sborníku

CEP obor

AI - Jazykověda

OECD FORD obor

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Projekt

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Návaznosti

N - Vyzkumna aktivita podporovana z neverejnych zdroju

Rok uplatnění

2012

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

IATEFL 2011 : Brighton conference selections : 45th international conference, Brighton, 15-19 April 2011

ISBN

978-1-901095-38-8

ISSN

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e-ISSN

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Počet stran výsledku

2

Strana od-do

220-221

Název nakladatele

International Association of Teachers of English as a Foreign Language

Místo vydání

Canterbury

Místo konání akce

UK

Datum konání akce

15. 6. 2011

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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