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| Autor/in | Ke, Chuanren |
|---|---|
| Titel | A Model of Formative Task-Based Language Assessment for Chinese as a Foreign Language |
| Quelle | In: Language Assessment Quarterly, 3 (2006) 2, S.207-227 (21 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1543-4303 |
| Schlagwörter | Class Activities; Student Evaluation; Learning Activities; Course Objectives; Performance Based Assessment; Testing; Language Tests; Performance Tests; Program Effectiveness; Mandarin Chinese; Second Language Learning; Course Content; Scoring; Task Analysis; Formative Evaluation; Second Language Instruction; Iowa |
| Abstract | This article presents a model of formative task-based language assessment implemented in the Chinese language program at the University of Iowa. The model was conceptualized from both empirical evidence, namely previous research done by other team members and me, and assessment theory, namely task-based learning and testing. Our formative performance assessment tests tend to be criterion-referenced and are designed to assess how much of the content of the course or program is being learned, thereby providing links to the course objectives and program goals. Other features of our formative task-based language testing include (a) componential and analytic scoring, (b) skills integration, and (c) derivation from classroom activities. Numerous examples covering various skills are provided. (Contains 5 footnotes.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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