Treść książki
Przejdź do opcji czytnikaPrzejdź do nawigacjiPrzejdź do informacjiPrzejdź do stopki
26
HannaKomorowska
Yetcontroversybasedontheblackandwhitevisionofmethodologyshould
notgoonforever;atsomepointpossibilitiestofindthebestfunctionandcon-
textforeachparadigmshouldbesoughtandfound.Tisiswhathappenedin
thewarofthequantitativeandqualitativeresearchparadigmswithtriangulation
andmixedmethodsnowwellinstalledinempiricalprojects.Tisisalsowhat
happenedinthecontroversyoversummativeandformativeevaluationinthe
fieldofeducationingeneralandintheareaofFLT/SLAinparticular.
Formative/qualitativeassessment,focusedontheprocessandsupporting
studentlearning,hasbeenfoundtobeofagreatvalueforpre-andpost-certi-
ficationaswellasforinformalcontexts.Summative/quantitativeassessment,
focusedontheproduct,istypicallyusedforcertificationproperwhichnaturally
takesplaceinformalcontexts.Bothtypesarenolongerconsideredmutually
exclusiveandtheirintegrationbenefitsbothteachersandstudents,buteńec-
tiveuseofevaluationandassessmentcallsforraisingawarenessonthepartof
educationaladministrationandeventuallydependsonthequalityofpre-and
in-serviceteachereducation.
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