LEADER 03795nam 22005295 450 001 9910255130403321 005 20200704085727.0 010 $a3-319-43234-6 024 7 $a10.1007/978-3-319-43234-2 035 $a(CKB)3710000000873238 035 $a(DE-He213)978-3-319-43234-2 035 $a(MiAaPQ)EBC4699878 035 $a(EXLCZ)993710000000873238 100 $a20160927d2017 u| 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aEvaluation in Foreign Language Education in the Middle East and North Africa$b[electronic resource] /$fedited by Sahbi Hidri, Christine Coombe 205 $a1st ed. 2017. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2017. 215 $a1 online resource (XXII, 337 p. 28 illus., 18 illus. in color.) 225 1 $aSecond Language Learning and Teaching,$x2193-7648 311 $a3-319-43233-8 320 $aIncludes bibliographical references at the end of each chapters. 327 $aTeacher Evaluation: What Counts as an Effective Teacher? -- EFL Teacher Evaluation: A Theoretical Perspective -- Faculty Performance Evaluation and Appraisal: A Case from Syria -- Ethicality in EFL Assessment: Bridging the Gap Between Theory and Practice -- Problematizing Teachers? Exclusion from Designing Exit Tests -- The Voice of Classroom Achievement Toward Native and Non-native Educators in ELT: An Evaluative Study. 330 $aThis book presents evaluation cases from the Middle East and North Africa (MENA) context, investigating the various facets of evaluation in different parts of the MENA region and beyond. In 19 chapters, it explores cases from Tunisia, Saudi Arabia, Egypt, Sudan, Syria, the UAE, Turkey, Iran and Morocco. The book highlights the impact of evaluation on a range of stakeholders, arguing that it has repercussions at the individual, societal, economic, cultural and political levels, that it also has an ethical dimension, and that it is tailored to people?s needs, helping them to remain abreast of the effectiveness and efficiency of programs. Further, the book explores controversial issues concerning different evaluation themes, such as teacher and staff evaluation, assessment practices, text genre analysis evaluation, assessment of productive skills, textbook and ICT evaluation, evaluation of ELT certificates and programs, quality assurance, ESP needs analysis, assessment literacy, and dynamic assessment. It addresses key challenges, such as who the ?right people? to implement evaluation are, and the appropriate use of evaluation results to avoid any misuse or harm to any stakeholder. In closing, the book calls for further research venues on the relevance of evaluation, testing and assessment in the MENA context and beyond. 410 0$aSecond Language Learning and Teaching,$x2193-7648 606 $aLanguage and education 606 $aApplied linguistics 606 $aLanguage Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O23000 606 $aApplied Linguistics$3https://scigraph.springernature.com/ontologies/product-market-codes/N13000 615 0$aLanguage and education. 615 0$aApplied linguistics. 615 14$aLanguage Education. 615 24$aApplied Linguistics. 676 $a418.0071 702 $aHidri$b Sahbi$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aCoombe$b Christine$4edt$4http://id.loc.gov/vocabulary/relators/edt 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910255130403321 996 $aEvaluation in Foreign Language Education in the Middle East and North Africa$92494864 997 $aUNINA