Weir Cyril J Libri
Libri di Cyril Weir
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Khalifa Examining Reading Khalifa Hanan Weir Cyril J. - Cambridge Univ Pr, 2009 - Cambridge Univ Pr (Paperback)
This publication highlights the need for test developers to provide clear explanations of the ability constructs which underpin tests offered in the public domain. An explanation is increasingly required or if the validity of test score interpretation and use are to be supported both logically and with empirical evidence. The book demonstates the application of a comprehensive test validation framework which adopts a socio-cognitive perspective. The framework embraces six core components which reflect the practical nature and quality of an actual testing event. It examines Cambridge ESOL writing tasks from the following perspectives: Test Taker, Cognitive Validity, Context Validity, Scoring Validity, Criterion-related Validity and Consequential Validity. The authors show how an understanding and analysis of the framework and its components in relation to specific writing tests can assist test developers to operationalise their tests more effectively, especially in relation to criterial distinctions across test levels.
Taylor Ielts Collected Papers 2 Taylor Lynda (Edt) Weir Cyril J. (Edt) - Cambridge Univ Pr, 2012
Taylor Ielts Collected Papers 2 - Cambridge Univ Pr
Taylor Multilingualism And Assessment Pb Taylor Lynda (Edt) Weir Cyril J. (Edt) - Cambridge Univ Pr, 2009 - Cambridge Univ Pr (Paperback)
This Studies in Language Testing volume explores the impact of multilingualism on language assessment. It considers ways of describing and comparing language qualifications to establish common levels of proficiency, balancing the need to set common standards and at the same time sustain linguistic diversity. Three broad themes are explored. Quality and diversity are addressed via avenues such as the quality of examinations and codes of practice, as well as the research on impact in various state certification projects. In relation to ethics and diversity, several papers focus on the complex relationships between linguistic identity and diversity on one hand, and immigration and citizenship policy on the other, as assessment increasingly interfaces with language proficiency requirements for citizenship and for active participation of newcomers in social, occupational and democratic processes. Transparency and diversity are examined through the relationship of examinations to the Common European Framework from a number of different perspectives.