LEADER 03743nam  22005055  450 
001 9910299514403321
005 20200701051741.0
010   $a981-10-6358-3
024 7 $a10.1007/978-981-10-6358-9
035   $a(CKB)4100000007110771
035   $a(MiAaPQ)EBC5568434
035   $a(DE-He213)978-981-10-6358-9
035   $a(EXLCZ)994100000007110771
100   $a20181024d2018      u|         0
101 0 $aeng
135   $aurcnu||||||||
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aHigh-Stakes Testing $eThe Impact of the LPATE on English Language Teachers in Hong Kong /$fedited by David Coniam, Peter Falvey
205   $a1st ed. 2018.
210  1$aSingapore :$cSpringer Singapore :$cImprint: Springer,$d2018.
215   $a1 online resource (428 pages)
311   $a981-10-6357-5 
327   $aSection I Background to Higher-Stakes Assessment -- 1 Introduction and Background to High-Stakes Assessment -- 2 Research Literature -- 3 Issues in High-Stakes Assessment -- 4 Background to the Hong Kong Education System -- 5 The Initial 1996 Consultancy Study -- 6 The English Language Benchmark Subject Committee -- 7 The Pilot Benchmark Assessment (English) -- 8 Determining Benchmarks after the PBAE -- Section II The LPATE Enhancement Courses in Hong Kong: The Case of the Chinese University of Hong Kong -- 9 The LPATE Training Courses: An Initiative to improve Teacher Language Proficiency -- 10 The CUHK LPATE Training COurses: Reading and Listening -- 11 The CUHK LPATE Training Courses: Writing, Speaking and Classroom Language -- Section III The LPATE: A High-Stakes Assessment in Operation (2001-2007) -- 12 The Operation of the LPATE (2001-2005) -- 13 The Revision of the LPATE -- 14 Maintaining Standards in the Indirectly-Assessed Components of the LPATE -- 15 Misconceptions of the LPATE in the Media: Perspectives on Educational Change -- 16 A Quantitative Investigation of Stakeholder Perceptions -- 17 A Qualitative Interpretation of the Impact of the LPATE on Key Stakeholders -- Section V Conclusion -- 18 Concluding Comments on the Benchmarking (LPATE) Project: Strengths, Weaknesses and Constraints.
330   $aThis book provides a detailed account of the origin, development, administration, revision and subsequent research findings on the benchmarking initiative from 1996-2016. It presents an overall assessment of the initiative?s impact on major stakeholders, predictions regarding the way forward, and implications for other countries, especially in South East Asia. In addition, the book discusses what the larger global community can learn from Hong Kong?s two-decade experience of conceptualizing and implementing minimum standard language requirements for teachers.
606   $aAssessment
606   $aLanguage and education
606   $aTeaching
606   $aAssessment, Testing and Evaluation$3https://scigraph.springernature.com/ontologies/product-market-codes/O33000
606   $aLanguage Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O23000
606   $aTeaching and Teacher Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O31000
615  0$aAssessment.
615  0$aLanguage and education.
615  0$aTeaching.
615 14$aAssessment, Testing and Evaluation.
615 24$aLanguage Education.
615 24$aTeaching and Teacher Education.
676   $a418.0076
702   $aConiam$b David$4edt$4http://id.loc.gov/vocabulary/relators/edt
702   $aFalvey$b Peter$4edt$4http://id.loc.gov/vocabulary/relators/edt
906   $aBOOK
912   $a9910299514403321
996   $aHigh-Stakes Testing$92544050
997   $aUNINA