Evaluation and enhancement of practicality in educational assessments: a conceptual analysis and three cases
Educational assessments are usually evaluated in terms of their validity and impact. Practicality has also been presented as an additional evaluative criterion in some accounts (e.g. Bachman & Palmer, 1996; Cambridge English Language Assessment, 2013; Newton & Shaw, 2014), but the concept ha...
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| Format: | Thesis (University of Nottingham only) |
| Language: | English |
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2018
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| Online Access: | https://eprints.nottingham.ac.uk/53459/ |