LEADER 01253nam a22002651i 4500 001 991001150619707536 005 20021214084639.0 008 021124s1973 it |||||||||||||||||ita 035 $ab12106793-39ule_inst 035 $aARCHE-019659$9ExL 040 $aDip.to Filologia Ling. e Lett.$bita$cA.t.i. Arché s.c.r.l. Pandora Sicilia s.r.l. 082 04$a418.2 245 03$aLa traduzione :$bsaggi e studi... 260 $aTrieste :$bLINT,$c1973 300 $a420 p. ;$c22 cm 500 $aContiene gli atti del convegno tenuto dal Centro per lo studio dell'insegnamento all'estero dell'italiano della Università degli studi di Trieste, che figura in testa al front. 650 4$aTraduzioni$xConvegni$y1973 710 2 $aUniversità degli Studi :$bCentro per lo Studio dell'insegnamento all'estero dell'italiano 907 $a.b12106793$b02-04-14$c01-04-03 912 $a991001150619707536 945 $aLE008 FL.M. (f.r.) VI 21$g1$i2008000511524$lle008$o-$pE0.00$q-$rl$s- $t0$u3$v1$w3$x0$y.i12411309$z01-04-03 945 $aLE008 FL.M. III J 25$g2$i2008000086480$lle008$o-$pE0.00$q-$rl$s- $t0$u1$v0$w1$x0$y.i12411310$z01-04-03 996 $aTraduzione$9150627 997 $aUNISALENTO 998 $ale008$b01-04-03$cm$da $e-$fita$git $h3$i2 LEADER 05449nam 2200745 450 001 9910798164403321 005 20230808191914.0 010 $a1-61451-624-3 010 $a1-5015-0086-4 010 $a1-61451-382-1 024 7 $a10.1515/9781614513827 035 $a(CKB)3710000000609697 035 $a(EBL)4451838 035 $a(SSID)ssj0001627931 035 $a(PQKBManifestationID)16371638 035 $a(PQKBTitleCode)TC0001627931 035 $a(PQKBWorkID)14862737 035 $a(PQKB)10732254 035 $a(PQKBManifestationID)16261212 035 $a(PQKBWorkID)14862736 035 $a(PQKB)24287103 035 $a(MiAaPQ)EBC4451838 035 $a(DE-B1597)210365 035 $a(OCoLC)933446721 035 $a(DE-B1597)9781614513827 035 $a(Au-PeEL)EBL4451838 035 $a(CaPaEBR)ebr11174254 035 $a(CaONFJC)MIL904050 035 $a(OCoLC)945137946 035 $a(EXLCZ)993710000000609697 100 $a20151222h20162016 uy| 0 101 0 $aeng 135 $aur|nu---|u||u 181 $ctxt 182 $cc 183 $acr 200 00$aHandbook of second language assessment /$fedited by Dina Tsagari and Jayanti Banerjee 210 1$aBoston :$cDe Gruyter Mouton,$d[2016] 210 4$d©2016 215 $a1 online resource (462 p.) 225 0 $aHandbook of applied linguistics 300 $aDescription based upon print version of record. 311 $a1-61451-383-X 311 $a1-61451-542-5 320 $aIncludes bibliographical references and index. 327 $tFront matter --$tPreface --$tIntroduction to the handbook series --$tContents --$t1. The handbook of second language assessment --$t2. Purposes of assessment --$t3. Standards and frameworks --$t4. Norm-referenced vs. criterion-referenced approach to assessment --$t5. Quality factors in language assessment --$t6. The impact of language assessment --$t7. Assessing listening --$t8. Assessing reading --$t9. Assessing speaking --$t10. Assessing writing --$t11. Assessing pragmatic competence --$t12. Assessing intercultural competence --$t13. Fluency in second language assessment --$t14. Translation and interpretation skills --$t15. Assessment in educational settings --$t16. Learning-oriented assessment in second and foreign language classrooms --$t17. Dynamic Assessment in the language classroom --$t18. Language assessment for the workplace --$t19. Language assessment and analysis for immigration, citizenship and asylum --$t20. Aligning language assessments to standards and frameworks --$t21. Technology and artificial intelligence in language assessment --$t22. Assessing young learners --$t23. Assessing students with learning and other disabilities/special needs --$t24. ?Authorial voice? in the assessment of writing --$t25. Teacher assessment literacy and professional development --$tBiographical notes --$tIndex 330 $aSecond language assessment is ubiquitous. It has found its way from education into questions about access to professions and migration. This volume focuses on the main debates and research advances in second language assessment in the last fifty years or so, showing the influence of linguistics, politics, philosophy, psychology, sociology, and psychometrics. There are four parts which, when taken together, address the principles and practices of second language assessment while considering its impact on society. Read separately, each part addresses a different aspect of the field. Part I deals with the conceptual foundations of second language assessment with chapters on the purposes of assessment, and standards and frameworks, as well as matters of scoring, quality assurance, and test validation. Part II addresses the theory and practice of assessing different second language skills including aspects like intercultural competence and fluency. Part III examines the challenges and opportunities of second language assessment in a range of contexts. In addition to chapters on second language assessment on a national scale, there are chapters on learning-oriented assessment, as well as the uses of second language assessment in the workplace and for migration. Part IV examines a selection of important issues in the field that deserve attention. These include the alignment of language examinations to external frameworks, the increasing use of technology to both deliver and score second language tests, the responsibilities associated with assessing test takers with special needs, the concept of 'voice' in second language assessment, and assessment literacy for teachers and other test and score users. 410 0$aHandbooks of Applied Linguistics [HAL] 606 $aSecond language acquisition$xEvaluation$vHandbooks, manuals, etc 606 $aSecond language acquisition$xAbility testing$vHandbooks, manuals, etc 606 $aLanguage and languages$xStudy and teaching$xEvaluation$vHandbooks, manuals, etc 615 0$aSecond language acquisition$xEvaluation 615 0$aSecond language acquisition$xAbility testing 615 0$aLanguage and languages$xStudy and teaching$xEvaluation 676 $a418.0076 686 $aER 925$2rvk 702 $aTsagari$b Dina 702 $aBanerjee$b Jayanti 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910798164403321 996 $aHandbook of second language assessment$93858134 997 $aUNINA