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Introduction to special issue: teacher development, testing and assessment
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Sharpling, Gerard and Sky, Gosia (2010) Introduction to special issue: teacher development, testing and assessment. English Language Teacher Education and Development, Vol.13 . pp. 1-3. ISSN 1365-3741.
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Official URL: http://www.elted.net/issues/volume-13/index.htm
Abstract
In recent years, an increasing number of universities and training institutions have been offering modules to develop preservice or in-service teachers‟ knowledge and understanding of issues in language testing and assessment. This special edition of English Language Teacher Education and Development (ELTED) seeks to capture a range of recent developments in promoting “assessment literacy” in different locations across the world. The articles included in the present volume fulfil at least two purposes: firstly, they provide outlines of how an understanding of issues relating to assessment and testing can be fostered in specific, local contexts, so as to develop professional practice in this area; and secondly, and equally importantly, they show how the success of such teacher education initiatives may be further evaluated, often collaboratively, so as to develop a more refined awareness of the particular needs of participants in such modules.
Item Type: | Journal Article | ||||
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Subjects: | L Education > LB Theory and practice of education P Language and Literature > P Philology. Linguistics |
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Divisions: | Faculty of Social Sciences > Centre for Applied Linguistics | ||||
Library of Congress Subject Headings (LCSH): | English language -- Study and teaching, Language and languages -- Study and teaching, Language teachers -- Training of, Teachers -- Rating of | ||||
Journal or Publication Title: | English Language Teacher Education and Development | ||||
Publisher: | University of Warwick | ||||
ISSN: | 1365-3741 | ||||
Official Date: | 2010 | ||||
Dates: |
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Volume: | Vol.13 | ||||
Number of Pages: | 3 | ||||
Page Range: | pp. 1-3 | ||||
Status: | Peer Reviewed | ||||
Publication Status: | Published | ||||
Access rights to Published version: | Restricted or Subscription Access |
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