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Student and teacher perceptions of the authenticity, validity and experiential groundedness of English as a second language (ESL) evaluation : a program case study

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dc.contributor.advisor Education
dc.contributor.advisor Heffernan, Peter
dc.contributor.author Guohua, Pan
dc.contributor.author University of Lethbridge. Faculty of Education
dc.date.accessioned 2007-04-20T21:55:02Z
dc.date.available 2007-04-20T21:55:02Z
dc.date.issued 1997
dc.identifier.uri http://hdl.handle.net/10133/87
dc.description xi, 156 leaves ; 28 cm. en
dc.description.abstract This thesis explores and discusses the current practice of English as a Second Language (ESL) evaluation primarily in terms of validity, authenticity, and experiential groundedness. The researcher endeavours to apply theories of ESL evaluation to actual practice, analyzing the differences or harmonization between with regard to validity, authenticity, experiential groundedness and some other factors identified as being important in evaluation in language acquisition situations, particularly CRTs, NRTs, foramtive and summative evaluations. Ethnographic inquiry is used for obtaining data. A program case study, a technique of qualitative research, is used for this study. The purpose is to gather some genuine data from the interviewees which are real and revealing, thus enabling the researcher to gain particular insights relative to the aims of his study. The analysis aspires to give voice to interviewee's on ESL evaluation in terms of validity, authenticity, and experiential groundedness, along with other factors noted above. This report sets out to determine how or if validity, authenticity, and experiential groundedness, along with some other factors identified above, are integrated elements of an efficient and effective ESL evaluation. Such was found to ve the case and it was also found that these can be reinforced by guaranteeing that an evaluation targets its population closely, adopting real-life approaches and, establishing linkages between evaluation and prior knowledge and skills. en
dc.language.iso en_US en
dc.publisher Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1997 en
dc.relation.ispartofseries Thesis (University of Lethbridge. Faculty of Education) en
dc.subject English language -- Study and teaching -- Canada -- Foreign speakers -- Evaluation en
dc.subject English language -- Study and teaching -- Canada -- Foreign speakers -- Examinations, questions, etc. -- Evaluation en
dc.subject English language -- Study and teaching -- Evaluation en
dc.subject Dissertations, Academic en
dc.title Student and teacher perceptions of the authenticity, validity and experiential groundedness of English as a second language (ESL) evaluation : a program case study en
dc.type Thesis en

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