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035   $a(DE-He213)978-3-032-08518-4
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100   $a20260102d2026      u|         0
101 0 $aeng
135   $aur|||||||||||
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aConstructivist Approaches to Online Language Assessment $eTheory-Informed Practice /$fedited by Chadia Mansour, Agnieszka Palalas, Pakize Uludag
205   $a1st ed. 2026.
210  1$aCham :$cSpringer Nature Switzerland :$cImprint: Springer,$d2026.
215   $a1 online resource (256 pages)
225 1 $aEducational Linguistics,$x2215-1656 ;$v69
311 08$a3-032-08517-9 
327   $aChapter 1: An Ecological Perspective on Online Language Assessment -- Chapter 2:Technology-mediated Feedback in Writing Classes: Towards a Learning-oriented Approach -- Chapter:3 Designing Task-based Language Assessments in VLEs -- Chapter 4:Assessing Collaboration Using Peer interactions in Blended Process Writing Tasks -- Chapter: 5 A Constructivist Perspective on the Use of Online AI-based Adaptive Learning and Feedback to Support L2 Writing Development -- Chapter: 6 Online Assessment of Translation Skills: The Extent and Quality of Learner Interactions with Google Translate -- Chapter 7 E-portfolio Assessment in Language Classrooms: Its Impact on Learners? Writing Performance and Autonomy -- Chapter 8:Authentic Online Language Assessment: ePortfolio Development Process underpinned by Ecological Constructivism -- Chapter 09:Language Assessment Online in a ?Post-Pandemic? World: Looking at the Big Picture.
330   $aThis volume presents the various aspects of the constructivist-informed practice to online language assessment and illustrates its principles with real classroom examples and research. It informs language educators about how to understand, design, and apply online language assessment within the realms of socio-constructivism and its related theories and approaches, such as socio-cultural theory (SCT) and ecological constructivism. The book showcases diverse constructivist assessment perspectives and illustrates how their designs vary depending on the unique characteristics and requirements of individual learning contexts. With chapter authors representing a range of countries and cultures, this book underscores the importance of respecting diverse educational and technological needs and circumstances. This volume appeals to a wide audience, including language teachers, academics, researchers, and instructional designers in online and blended education, as well as across various industries. It is also of great value to school administrators, technology personnel, directors of teaching and learning centers, and other stakeholders.
410  0$aEducational Linguistics,$x2215-1656 ;$v69
606   $aLanguage and languages$xStudy and teaching
606   $aEducational technology
606   $aEducational tests and measurements
606   $aLanguage Education
606   $aLanguage Teaching and Learning
606   $aDigital Education and Educational Technology
606   $aAssessment and Testing
615  0$aLanguage and languages$xStudy and teaching.
615  0$aEducational technology.
615  0$aEducational tests and measurements.
615 14$aLanguage Education.
615 24$aLanguage Teaching and Learning.
615 24$aDigital Education and Educational Technology.
615 24$aAssessment and Testing.
676   $a418.0071
700   $aMansour$b Chadia$01885964
701   $aMansour$01885965
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9911049169803321
996   $aConstructivist Approaches to Online Language Assessment$94521353
997   $aUNINA