The Need for Assessing Knowledge through Writing for the Quality of Education in Post-Soviet Middle-Low Income Countries with an Emphasis on Azerbaijani Context

Autor/in	Eminli, Heydar
Titel	The Need for Assessing Knowledge through Writing for the Quality of Education in Post-Soviet Middle-Low Income Countries with an Emphasis on Azerbaijani Context
Quelle	In: International Education Studies, 12 (2019) 3, S.50-58 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Low Income; Developing Nations; Educational Quality; Secondary School Students; Educational Environment; Academic Discourse; Writing Instruction; Multiple Choice Tests; Critical Thinking; Barriers; Writing Evaluation; Foreign Countries; Educational Policy; Essay Tests; Teaching Methods; Standardized Tests; Azerbaijan + Suchen Sie Ihr Suchwort? Niedriglohn; Developing country; Developing countries; Entwicklungsland; Quality of education; Bildungsqualität; Sekundarschüler; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Discourse; Diskurs; Schreibunterricht; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Kritisches Denken; Ausland; Politics of education; Bildungspolitik; Schriftlicher Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Standadised tests; Standardisierter Test; Aserbaidschan
Abstract	Enhancing the quality of education has been placed high in the national policy agenda in Azerbaijan in recent years. Education policy makers are interested in developing quality curriculum for secondary education, implementing teacher development programs and creating a better learning environment. This study outlines one of the most significant skills in education; academic writing, and teaching and assessment of it for the quality in education. The reason for arguing this topic is that a multiple-choice test is still a dominant assessment tool at centralized exams in Azerbaijan, and a student's knowledge cannot be measured through standardized multiple-choice tests only. It is argued that the lack of teaching and learning academic writing at secondary education and its assessment might prevent the student's critical thinking. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01