ASSESSING WRITING

SAMANIEGO IDROVO, EVA MARGARITA; WIGBY NIETO, KAREN

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Campo DC	Valor	Lengua/Idioma
dc.contributor.author	SAMANIEGO IDROVO, EVA MARGARITA	-
dc.contributor.author	WIGBY NIETO, KAREN	-
dc.date.accessioned	2013-06-06T21:43:37Z	-
dc.date.available	2013-06-06T21:43:37Z	-
dc.date.issued	2012-12	-
dc.identifier.issn	1390-4167	-
dc.identifier.uri	http://dspace.unl.edu.ec/jspui/handle/123456789/441	-
dc.description	Nowadays, in this globalized world, the Society of Knowledge demands the command of English language as its “Lingua Franca”. Alongside, Educational institutions, at all levels, must contribute to successful achievement of the objectives stated in their vision and mission regarding English Language knowledge. They should provide a basis for instructional improvement through productive teacher performance assessment and professional development. In these circumstances, English teachers play a decisive role because they have to optimize student learning of English and academic growth and improve the quality of instruction. English teachers have to provide students with multiple opportunities to demonstrate their skills and abilities through well structured evaluations of the target language skills (listening, speaking, reading and writing) as well as its sub-skills (pronunciation and grammar). Talking about writing skill assessment, so far, two different approaches have been identified: Indirect Assessment and Direct Assessment.	en_US
dc.language.iso	spa	en_US
dc.publisher	REVISTA ESTUDIOS UNIVERSITARIOS	en_US
dc.title	ASSESSING WRITING	en_US
dc.type	Article	en_US
dc.tipo.spa	Article	es_Es
Aparece en las colecciones:	Publicaciones Revistas Cientificas de la UNL

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