Initial assessment for K-12 English language support in six countries: revisiting the validity–reliability paradox-Reference-Cited by-同舟云学术

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Initial assessment for K-12 English language support in six countries: revisiting the validity–reliability paradox

Published:2018-02-13 Issue:3 Volume:32 Page:257-285
ISSN:0950-0782
Container-title:Language and Education
language:en
Short-container-title:Language and Education

Author:

Sinclair Jeanne¹^ORCID,Lau Clarissa²^ORCID

Affiliation:

1. Department of Curriculum, Teaching and Learning, Ontario Institute for Studies in Education of the University of Toronto, Toronto, Canada

2. Department of Applied Psychology and Human Development, Ontario Institute for Studies in Education of the University of Toronto, Toronto, Canada

Publisher

Informa UK Limited

Subject

Linguistics and Language,Education,Language and Linguistics

Link

https://www.tandfonline.com/doi/pdf/10.1080/09500782.2018.1430825

Reference155 articles.

1. Challenges in the No Child Left behind Act for English-Language Learners

2. The No Child Left Behind Act and English Language Learners: Assessment and Accountability Issues

Cited by 4 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Learning Attainment in English Lessons: A Study of Teachers’ Perspectives on Native English Speakers and English as an Additional Language (EAL) Students at an International School;Education Sciences;2023-09-06

2. Do Our Test Scores Mean What We Think?;Global Perspectives on Effective Assessment in English Language Teaching;2023-08-25

3. Literacies, language, and schooling: exploring writing pedagogy for English language learners;International Encyclopedia of Education(Fourth Edition);2023

4. Teacher Views on the Implementation of English Language Proficiency Scales for Young Indigenous Learners of Standard English;Language Assessment Quarterly;2020-10-14

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