Claudia Harsch
Biographic Data
| ID | 6479043 |
|---|---|
| NAME | Claudia Harsch |
| GIVEN NAMES | Claudia |
| FAMILY NAME | Harsch |
| SIGNATURE | HARSCH C |
| AFFILIATIONS | University of Bremen |
| ORCID | 0000-0001-6864-1574 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Language policy attraction of the Common European Framework of Reference (Cefr) in regions outside Europe
Over the past decade, the Common European Framework of Reference (CEFR) has experienced worldwide policy attraction. It has been borrowed as a policy framework for local language education reforms across the world. This study surveys to what extend the CEFR has been borrowed outside Europe. Based on 43 interviews with international assessment specialists, and complemented by a review of 56 recent publications on CEFR implementation, the findings …
Standard Setting and Establishing Cut‐Scores on Language Tests
The entry gives an overview of the processes and meaning of standard setting and cut‐score establishment, that is, separating a test score scale into different proficiency levels in order to align test results to a proficiency frame or to performance standards, or to determine a pass score on a test. The entry highlights the importance of seeing such practices as socially moderated and acknowledging the effects the results have on individuals, as…
Students’ behavioral patterns in integrated writing tasks
Strategic processing of source text in reading-into-writing tasks
Addressing the challenges of interaction in online language courses
Comparing C-tests and Yes/No vocabulary size tests as predictors of receptive language skills
Placement and screening tests serve important functions, not only with regard to placing learners at appropriate levels of language courses but also with a view to maximizing the effectiveness of administering test batteries. We examined two widely reported formats suitable for these purposes, the discrete decontextualized Yes/No vocabulary test and the embedded contextualized C-test format, in order to determine which format can explain more var…
Enhancing student experiences abroad
Educational institutions are acknowledging the requirements of a globalized world on students’ mobility, interculturality, and language skills by offering study-abroad programmes. These need to be accompanied by procedures to assess student needs prior to and during their time abroad as well as upon their return. In the exploratory study reported here, we use Dynamic Assessment (DA) to examine international students’ interculturality and learning…
Addressing the challenges of interaction in online language courses
Enhancing student experiences abroad
Educational institutions are acknowledging the requirements of a globalized world on students’ mobility, interculturality, and language skills by offering study-abroad programmes. These need to be accompanied by procedures to assess student needs prior to and during their time abroad as well as upon their return. In the exploratory study reported here, we use Dynamic Assessment (DA) to examine international students’ interculturality and learning…
Comparing C-tests and Yes/No vocabulary size tests as predictors of receptive language skills
Placement and screening tests serve important functions, not only with regard to placing learners at appropriate levels of language courses but also with a view to maximizing the effectiveness of administering test batteries. We examined two widely reported formats suitable for these purposes, the discrete decontextualized Yes/No vocabulary test and the embedded contextualized C-test format, in order to determine which format can explain more var…
Enhancing student experiences abroad
Educational institutions are acknowledging the requirements of a globalized world on students’ mobility, interculturality, and language skills by offering study-abroad programmes. These need to be accompanied by procedures to assess student needs prior to and during their time abroad as well as upon their return. In the exploratory study reported here, we use Dynamic Assessment (DA) to examine international students’ interculturality and learning…
Addressing the challenges of interaction in online language courses
Strategic processing of source text in reading-into-writing tasks
Standard Setting and Establishing Cut‐Scores on Language Tests
The entry gives an overview of the processes and meaning of standard setting and cut‐score establishment, that is, separating a test score scale into different proficiency levels in order to align test results to a proficiency frame or to performance standards, or to determine a pass score on a test. The entry highlights the importance of seeing such practices as socially moderated and acknowledging the effects the results have on individuals, as…
Students’ behavioral patterns in integrated writing tasks
Language policy attraction of the Common European Framework of Reference (Cefr) in regions outside Europe
Over the past decade, the Common European Framework of Reference (CEFR) has experienced worldwide policy attraction. It has been borrowed as a policy framework for local language education reforms across the world. This study surveys to what extend the CEFR has been borrowed outside Europe. Based on 43 interviews with international assessment specialists, and complemented by a review of 56 recent publications on CEFR implementation, the findings …
Mathematics education (5 works) · Psychology (5 works) · Computer Science (3 works) · EFL/ESL Teaching and Learning (3 works) · Innovative Teaching and Learning Methods (2 works) · Linguistics (2 works) · Reading comprehension (2 works) · Active listening (1 work) · Agency (philosophy) (1 work) · Argumentative (1 work)