Comparing proficiency levels in an assessment context : the construct of reading for secondary school learners of German Japanese and Urdu in England
‘Can do’ statements are commonly used, and are being promoted for wider adoption (see Council of Europe, 2008), in educational assessment to describe the level of a learner’s reading proficiency. However, there is no research as to how, or whether, such ‘can do’ frameworks can be applied to all lang...
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University of Cambridge
2009
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| Online Access: | http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.596187 |