Literaturnachweis - Detailanzeige
| Autor/inn/en | Hughes Wilhelm, Kim; Rivers, Marilyn |
|---|---|
| Titel | An audience approach to EAP writing assessment: learners, teachers, outsiders. |
| Quelle | In: Applied language learning, 12 (2001) 2, S. 177-190 |
| Beigaben | Anhang; Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 1041-679X |
| Schlagwörter | Selbsteinschätzung; Leistungsbeurteilung; Prozessorientierung; Curriculum; Fremdsprachenunterricht; Englischunterricht; Schreiben; Wissenschaftssprache; Hochschule; Portfolio |
| Abstract | The paper focuses on the evolution of an assessment scheme implemented in an EAP (English for Academic Purposes) process writing course which sought to meet the assessment needs of three different audiences: learners, teachers, and outsiders. Desirable assessment outcomes were that learners would self-assess and actively participate in their own learning, that teachers would be encouraged to function as instructional developers, and that both proficiency and progress judgements could be made. A formative approach was employed by the curriculum coordinator and writing coordinator when implementing a new process writing course for international students enrolled in their final level of a pre-university intensive English program. Assessment plans and revisions made by curriculum managers and writing teachers are described across eighteen months (ten terms) of implementation. Assessment plans included criterion-referenced grading, norm-based achievement testing, portfolio assessment, and process-oriented measurements. (Verlag, adapt.). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2023/1 |
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