This book examines acknowledged practices and demonstrates to teachers how to make the most out of their assessment practices. It also explores different assessment methods for skills such as reading, writing, listening and speaking.

Student's foundational skills are assess both formally and informally.

Student's foundational skills are assess both formally and informally. Formal assessments are given at the end of each lesson and unit and are indicated in the Teacher's Guide.

Caught Reading is a highly successful, comprehensive program that provides a balanced approach of skills and literature–based instruction. The program consists of eight levels, beginning at Pre-Literacy and ending at a fourth-grade reading level. Students will learn new skills and become confident readers as they move through each level of the program.

A proven, do-it-yourself formula for greater professional and personal success

Airasian presents complex concepts clearly so that pre-service teachers can understand them, and solidly grounds these concepts in best practice through practical, real, well-integrated examples. He talks to, not at users. The text conceives of classroom assessment in a broader way than many other texts.

The Handbook of Research on Assessment Literacy and Teacher-Made Testing in the Language Classroom is an essential reference source that discusses effective language assessment and educator roles in evaluation design. Featuring research on topics such as course learning outcomes, learning analytics, and teacher collaboration, this book is ideally designed for educators, administrative officials, linguists, academicians, researchers, and education students seeking coverage on an educators role in evaluation design and analyses of evaluation methods and outcomes.

This volume addresses the broad theme and specific topics associated with current thinking in the field of language testing and assessment.

The book will appeal to a wide audience, including teacher educators; curriculum and materials developers; examination boards unfamiliar with the CEFR; university language departments and language centres responsible for developing their own curricula, teaching/learning approaches and assessment instruments; and policy-makers wanting to learn more about the implications of adopting the CEFR. It is a guidebook, a reference book and a workbook all in your hand.

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