...
  • 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Creative Education >Stakeholders’ Perceptions and Implications of Classroom-Based Reading Assessment: A Literature Review
【24h】

Stakeholders’ Perceptions and Implications of Classroom-Based Reading Assessment: A Literature Review

机译：基于课堂阅读评估的利益相关者的看法和影响：文献综述

获取原文
   

获取外文期刊封面封底 >>

       
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

The assessment has moved vigorously in becoming an essential aspect of effective teaching and learning. The Malaysian Education has imparted the classroom-based assessment aspirant to the holistic advancement of the learners. However, most of the English language learners, as well as the educators, struggle in term s ?of classroom-based reading assessment. Stakeholders have varying perceptions due to their own perceptions of advantages and disadvantage s ?of classroom-based reading assessment. This paper provides a literature review on the perceptions of the educators, and the challenges of classroom-based reading assessment faced by the educators. The literature review includes? 1 ) the perceptions of the educators,? 2 ) the advantages and disadvantages of classroom-based reading assessment.
机译：评估在成为有效教学和学习的重要方面，大力迁移。马来西亚教育促使基于课堂的评估对学习者的整体进步。但是，大多数英语学习者以及教育工作者，在课程中奋斗？基于课堂的阅读评估。利益攸关方由于自己对课堂的阅读评估的看法而具有不同的看法。本文对教育工作者的看法以及教育工作者面临的课堂阅读评估的挑战提供了文献综述。文献综述包括？ 1）教育工作者的看法，？ 2）基于课堂阅读评估的优缺点。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号