000			01706nam a2200193Ia 4500
008			180910s9999 xx 000 0 und d
100	1		_aKteish, Irena
245	1	0	_aFrom Norm- referenced to Criterion-referenced Instructional Assessment in an ESL classroom
260			_aBeirut _bLigue des Professeurs de l'U.L _c2010
300			_a287-314 pages
490	0		_aFeuilles Universitaires _v33-36
500			_aالنوع : Article
520	3		_aAnalysis of standards of professional knowledge and competence in the field of instructional assessment suggests that there has been an increasing improvement in specification of knowledge and skills indispensable for educators to apply assessment techniques effectively and appropriately for concrete instructional objectives and T/L variables. However, the author seeks a more balanced synthesis of traditional and alternate assessment techniques within a communicative second language framework. The paper has demonstrated that the process of specification of performance criteria is a multi-step procedure which requires a special skill on behalf of educators. Improving criterion-referenced assessment has been a priority in recent years, but it is still a challenging issue to be faced because in each concrete T/L context educators are expected to be skilled in developing criterion-referenced instruments of assessments appropriate for the concrete T/L situations by themselves.
650		4	_aEnglish Language Education School Evaluation
650		4	_aL’enseignement de la Langue Anglaise Evaluation Scolaire
650		4	_aتعليم اللغة الانكليزية التقييم المدرسي
856			_zAUB PA 059A964aA
942			_cLAESDATA
999			_c20069 _d20069