Literaturnachweis - Detailanzeige
| Autor/in | McKay, Penny |
|---|---|
| Titel | Why standards? Looking beyond the technicalities of standards-based assessment. |
| Quelle | In: Babel : journal of the Australian Federation of Modern Language Teachers' Association, 36 (2001) 1, S. 16-20, 38 |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0005-3503 |
| Schlagwörter | Standardisierter Test; Lehrerrolle; Lernergebnis; Curriculum; Sprachkompetenz; Fremdsprachenunterricht; Heterogenität |
| Abstract | Standards have been introduced into Australian education through outcomes-based syllabuses (e.g. Queensland School Curriculum Council 1999), national profiles (e.g. Curriculum Corporation 1994), and Literacy Benchmarks (DEETYA 1998). Language teachers, like all educators, have recently seen a rapid change from professionally based objectives-driven syllabuses (e.g. syllabuses based on the Australian Language Levels curriculum framework) to more centrally determined outcomes-based syllabuses. The reduction of language learning to dot-pointed assessment-focused outcomes is of concern to language teachers. Many are unsure of why they are uneasy about this new focus. The paper gives a somewhat provocative perspective on the reasons behind the changes in order to help teachers improve their understanding of and ability to articulate these concerns. (Verlag). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2023/1 |
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