2010. ‘Crossing the bridge from appreciative reader to reflective writer: the assessment of creative process’ in
Testing the Untestable in Language Education. Bristol: Multilingual Matters, pp. 165-190
Book editor(s): Paran, A. and L. Sercu.
ISBN: 978-1-84769-266-5
Summary: The chapter explores the way in which the creative writing component of a language/literature programme was assessed, and provides comparisons of how first language and second language students responded to the process. In so doing, it examines the way students can be guided from reading more sensitively to writing more fluently.
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: Oxford Brookes University (Westminster Institute of Education)
Book editor(s): Paran, A. and L. Sercu.
ISBN: 978-1-84769-266-5
Summary: The chapter explores the way in which the creative writing component of a language/literature programme was assessed, and provides comparisons of how first language and second language students responded to the process. In so doing, it examines the way students can be guided from reading more sensitively to writing more fluently.
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: Oxford Brookes University (Westminster Institute of Education)
2010. ‘Between Scylla and Charybdis: the dilemmas of testing language and literature’ in
Testing the Untestable in Language Education. Bristol: Multilingual Matters, pp. 143-165
Book editor(s): Paran, A. and L. Sercu.
ISBN: 978-1-84769-266-5
Summary: This chapter examines the issues involved in testing literature in the language learning classroom. It elaborates the principles for testing and assessment in this fields and provides concrete testing tasks exemplifying these principles.
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Book editor(s): Paran, A. and L. Sercu.
ISBN: 978-1-84769-266-5
Summary: This chapter examines the issues involved in testing literature in the language learning classroom. It elaborates the principles for testing and assessment in this fields and provides concrete testing tasks exemplifying these principles.
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
2010. ‘More than language: the additional faces of testing and assessment in language learning and teaching’ in
Testing the Untestable in Language Education. Bristol: Multilingual Matters, pp. 1-13
Book editor(s): Paran, A. and L. Sercu.
ISBN: 978-1-84769-266-5
Summary: This chapter looks at the way in which critical approaches to testing and assessment have emerged in the EFL world. It examines issues such as the tension between assessment of learning and assessment for learning, the use of multiple sources of data, and the focus on classroom assessment.
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Book editor(s): Paran, A. and L. Sercu.
ISBN: 978-1-84769-266-5
Summary: This chapter looks at the way in which critical approaches to testing and assessment have emerged in the EFL world. It examines issues such as the tension between assessment of learning and assessment for learning, the use of multiple sources of data, and the focus on classroom assessment.
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
2007. ‘The development of language teachers’ understandings of intercultural communicative competence: A Bulgarian distance learning case study’ in
Challenges in Teacher Development: Learner Autonomy and Intercultural Competence. Frankfurt am Main: Peter Lang, pp. 191-212
Book editor(s): Jimenez Raya, M. and L. Sercu.
ISBN: 3-631-55806-6
Country of research: Bulgaria
Learners' background: Bulgaria
Institutional level: tertiary
Entered by: University of Manchester (School of Education)
Book editor(s): Jimenez Raya, M. and L. Sercu.
ISBN: 3-631-55806-6
Country of research: Bulgaria
Learners' background: Bulgaria
Institutional level: tertiary
Entered by: University of Manchester (School of Education)
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