Assessing Learning for Effective Teaching
| dc.contributor.author | Acosta, Hazel | |
| dc.date.accessioned | 2020-02-03T15:18:21Z | |
| dc.date.available | 2020-02-03T15:18:21Z | |
| dc.date.issued | 2019-12 | |
| dc.description | Assessment reflects learning and it mirrors the instructional methods teachers employ to achieve learning targets. In assessing students in EFL learning environments, there is an added layer to the challenge it poses. First, students are learning a totally different code that implies that their capacity to demonstrate understanding may not be easy to infer due to their inability to express their thoughts. Second, in Communicative Language Teaching (CLT), the production of knowledge is privileged over the acquisition of skills in grammar and structure. However, in most cases assessment, is predominantly characterized by the giving of grammar-oriented exercises that may not measure what the learning goals purport to achieve. | es |
| dc.description.city | Azogues | es |
| dc.identifier.isbn | 978-9942-783-40-0 Impreso | |
| dc.identifier.issn | 978-9942-783-41-7 Digital | |
| dc.identifier.uri | http://repositorio.unae.edu.ec/handle/56000/1320 | |
| dc.language.iso | es | es |
| dc.publisher | Universidad Nacional de Educación | es |
| dc.subject | Learning | es |
| dc.subject | Teachers | es |
| dc.subject | Students | es |
| dc.title | Assessing Learning for Effective Teaching | es |
| dc.type | Article | es |
| dc.unae.paginacion | 12 p. | es |