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Hidri, Sahbi.

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Evaluation in foreign language education in the Middle East and North Africa

Record Type:	Electronic resources : Monograph/item
Title/Author:	Evaluation in foreign language education in the Middle East and North Africa/ edited by Sahbi Hidri, Christine Coombe.
other author:	Hidri, Sahbi.
Published:	Cham :Springer International Publishing : : 2017.,
Description:	xxii, 337 p. :ill., digital ;24 cm.
[NT 15003449]:	Teacher Evaluation: What Counts as an Effective Teacher? -- EFL Teacher Evaluation: A Theoretical Perspective -- Faculty Performance Evaluation and Appraisal: A Case from Syria -- Ethicality in EFL Assessment: Bridging the Gap Between Theory and Practice -- Problematizing Teachers' Exclusion from Designing Exit Tests -- The Voice of Classroom Achievement Toward Native and Non-native Educators in ELT: An Evaluative Study.
Contained By:	Springer eBooks
Subject:	Language and languages - Study and teaching -
Online resource:	http://dx.doi.org/10.1007/978-3-319-43234-2
ISBN:	9783319432342

Evaluation in foreign language education in the Middle East and North Africa
Evaluation in foreign language education in the Middle East and North Africa[electronic resource] /edited by Sahbi Hidri, Christine Coombe. - Cham :Springer International Publishing :2017. - xxii, 337 p. :ill., digital ;24 cm. - Second language learning and teaching,2193-7648. - Second language learning and teaching..

Teacher Evaluation: What Counts as an Effective Teacher? -- EFL Teacher Evaluation: A Theoretical Perspective -- Faculty Performance Evaluation and Appraisal: A Case from Syria -- Ethicality in EFL Assessment: Bridging the Gap Between Theory and Practice -- Problematizing Teachers' Exclusion from Designing Exit Tests -- The Voice of Classroom Achievement Toward Native and Non-native Educators in ELT: An Evaluative Study.

This book presents evaluation cases from the Middle East and North Africa (MENA) context, investigating the various facets of evaluation in different parts of the MENA region and beyond. In 19 chapters, it explores cases from Tunisia, Saudi Arabia, Egypt, Sudan, Syria, the UAE, Turkey, Iran and Morocco. The book highlights the impact of evaluation on a range of stakeholders, arguing that it has repercussions at the individual, societal, economic, cultural and political levels, that it also has an ethical dimension, and that it is tailored to people's needs, helping them to remain abreast of the effectiveness and efficiency of programs. Further, the book explores controversial issues concerning different evaluation themes, such as teacher and staff evaluation, assessment practices, text genre analysis evaluation, assessment of productive skills, textbook and ICT evaluation, evaluation of ELT certificates and programs, quality assurance, ESP needs analysis, assessment literacy, and dynamic assessment. It addresses key challenges, such as who the "right people" to implement evaluation are, and the appropriate use of evaluation results to avoid any misuse or harm to any stakeholder. In closing, the book calls for further research venues on the relevance of evaluation, testing and assessment in the MENA context and beyond.

ISBN: 9783319432342

Standard No.: 10.1007/978-3-319-43234-2doiSubjects--Topical Terms:

910580
Language and languages
--Study and teaching

LC Class. No.: P53.63 / .E935 2017

Dewey Class. No.: 418.0071

Evaluation in foreign language education in the Middle East and North Africa
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245 0 0 $a Evaluation in foreign language education in the Middle East and North Africa $h [electronic resource] / $c edited by Sahbi Hidri, Christine Coombe.
260 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2017.
300 $a xxii, 337 p. : $b ill., digital ; $c 24 cm.
490 1 $a Second language learning and teaching, $x 2193-7648
505 0 $a Teacher Evaluation: What Counts as an Effective Teacher? -- EFL Teacher Evaluation: A Theoretical Perspective -- Faculty Performance Evaluation and Appraisal: A Case from Syria -- Ethicality in EFL Assessment: Bridging the Gap Between Theory and Practice -- Problematizing Teachers' Exclusion from Designing Exit Tests -- The Voice of Classroom Achievement Toward Native and Non-native Educators in ELT: An Evaluative Study.
520 $a This book presents evaluation cases from the Middle East and North Africa (MENA) context, investigating the various facets of evaluation in different parts of the MENA region and beyond. In 19 chapters, it explores cases from Tunisia, Saudi Arabia, Egypt, Sudan, Syria, the UAE, Turkey, Iran and Morocco. The book highlights the impact of evaluation on a range of stakeholders, arguing that it has repercussions at the individual, societal, economic, cultural and political levels, that it also has an ethical dimension, and that it is tailored to people's needs, helping them to remain abreast of the effectiveness and efficiency of programs. Further, the book explores controversial issues concerning different evaluation themes, such as teacher and staff evaluation, assessment practices, text genre analysis evaluation, assessment of productive skills, textbook and ICT evaluation, evaluation of ELT certificates and programs, quality assurance, ESP needs analysis, assessment literacy, and dynamic assessment. It addresses key challenges, such as who the "right people" to implement evaluation are, and the appropriate use of evaluation results to avoid any misuse or harm to any stakeholder. In closing, the book calls for further research venues on the relevance of evaluation, testing and assessment in the MENA context and beyond.
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650 0 $a Multicultural education $x Evaluation. $3 3216929
650 1 4 $a Education. $3 516579
650 2 4 $a Language Education. $3 895037
650 2 4 $a Applied Linguistics. $3 896965
700 1 $a Hidri, Sahbi. $3 3216926
700 1 $a Coombe, Christine. $3 3216927
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830 0 $a Second language learning and teaching. $3 1569301
856 4 0 $u http://dx.doi.org/10.1007/978-3-319-43234-2
950 $a Education (Springer-41171)