Comparing and developing a framework for alternative literacy assessment
Bibliographic Data
| ID | 11425076 |
|---|---|
| Authors | Hui‐Fang Shang (0000-0002-2481-9454, I-Shou University, corresponding author) |
| Year | 1998 |
| Volume | 17 |
| Issue | 4 |
| Pages | 265-273 |
| Publication date | 1998-07-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Lifelong Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-1370 • E-ISSN: 1464-519X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0260137980170406 |
| OpenAlex | W1981177589 |
| Language | EN |
| References cited | 7 |
The purpose of this paper is to analyse and compare four assessment techniques currently used in ESL programmes, namely standardized, student‐centred, curriculum‐based and performance assessment. The rationale, strengths and weaknesses of each assessment technique will be presented and evaluated. Also, a superior assessment strategy for use in an adult ESL programme will be discussed and designed
Alternative assessment · Curriculum · Educational assessment · Engineering ethics · Literacy · Management science · Mathematics education · Medical education · Pedagogy · Standardized test · Standards-based assessment · Strengths and weaknesses · Education Systems and Policy · EFL/ESL Teaching and Learning · Engineering · Medicine · Psychology · Second Language Learning and Teaching
| Citation velocity | historical |
|---|---|
| Highly cited | No |