Assessing Learning for Effective Teaching

Please use this identifier to cite or link to this item: http://repositorio.unae.edu.ec/handle/56000/1320

Full metadata record

DC Field	Value	Language
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.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.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.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.description.city	Azogues	es
dc.unae.paginacion	12 p.	es
Appears in Collections:	Promoting Engaged Teaching and Developing Active Learning: Effective Strategies

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File	Description	Size	Format
LEBRO DE INGLES 12.pdf	Texto completo	6,57 MB	Adobe PDF	View/Open