Learner-Directed Assessment in ESL by Ekbatani, Glayol -- Read -- Imperial Library of Trantor

Index

Contents Foreword Preface

ACKNOWLEDGMENTS

Chapter 1 Moving Toward Learner-Directed Assessment

SELF-ASSESSMENT SELF-REPAIR PORTFOLIO ASSESSMENT VERBAL REPORTS

SCALING PROFICIENCY DESCRIPTORS RESULTS

A Defined Scale A Classified Descriptor Bank

CONCLUSIONS ON DESCRIPTORS EXPLOITATION

Caveats Formats Scales Grid Checklist

Chapter 3 Exploring the Effectiveness of Self-Assessment Strategies in ESL Placement

PREVIOUS RESEARCH ON SELF-ASSESSMENT PURPOSE OF THE STUDY THE STUDY

Design and Results

DISCUSSION IMPLICATIONS FOR USING SELF-ASSESSMENT APPENDIX A ENGLISH ABILITY QUESTIONNAIRE

Reading in English Listening in English Speaking in English Writing in English

Footnotes

Chapter 4 Analyzing Self-Repair: An Alternative Way of Language Assessment

THE PHENOMENON OF SELF-REPAIR IDENTIFYING SELF-REPAIRS CLASSIFYING SELF-REPAIR

E-Repairs A-Repairs Incorrect Repairs

SELF-REPAIR AND LANGUAGE DEVELOPMENT THE SELF-REPAIR PROJECT

Data Analysis

IMPLICATIONS FOR LANGUAGE TEACHERS

Pedagogical Implications of Research Data Elicitation Techniques

CONCLUSION NOTE

BROADENING THE SCOPE OF PORTFOLIOS DEFINING THE FEATURES OF AN ASSESSMENT PORTFOLIO SELECTING THE DIMENSIONS OF A PORTFOLIO EXPLORING PORTFOLIO POSSIBILITIES FOR SECOND LANGUAGE LEARNERS INVESTIGATING PORTFOLIO USE WITH ESL AND BILINGUAL EDUCATORS THE STUDY INTERPRETATION OF RESULTS PURSUING ASSESSMENT PORTFOLIOS: IMPLICATIONS FOR EDUCATORS NOTE

Chapter 6 Portfolios: Vehicles for Authentic Self-Assessment

PORTFOLIOS AND ASSESSMENT BENEFITS OF PORTFOLIOS CONCERNS ABOUT PORTFOLIOS PORTFOLIO APPROACHES THE ROLE OF REFLECTION IN PORTFOLIO PEDAGOGY PORTFOLIOS IN ESL COMPOSITION AT THE UNIVERSITY LEVEL SAMPLES OF COVER LETTERS CONCLUSION

CLASSIFYING VERBAL REPORTS WHAT IS MEANT BY TEST-TAKING STRATEGIES? CONTRIBUTIONS OF VERBAL REPORT TO UNDERSTANDING TEST-TAKING STRATEGIES STRATEGIES IN READING COMPREHENSION TASKS STRATEGIES IN READING-WRITING TASKS AS IN SUMMARIZATION STRATEGIES IN ORAL PRODUCTION TASKS CONTINUING CRITICISM OF VERBAL REPORT MEASURES ISSUES IN VERBAL REPORT METHODOLOGY RESPONDENTS’ ROLE IN INTERPRETING THE DATA THE EFFECTS OF VERBAL REPORT ON TASK PERFORMANCE TOWARD MORE ROBUST VERBAL REPORT METHODS AND MORE COMPLETE WRITE UPS ISSUES OF METHOD AND OF WRITE UPS FOR VERBAL REPORTS THE VALIDITY OF VERBAL REPORTS IMPLICATIONS FOR RESEARCHERS IMPLICATIONS FOR CLASSROOM TEACHERS Footnotes

Chapter 8 Epilogue: Promoting Learner-Directed Assessment References Author Index Subject Index Contributors