Abstract
In tertiary context, assessment is central to the learning process, especially at advanced levels of language proficiency, as achievement depends not only on fluency in L2, knowledge of sophisticated vocabulary, ability to use complex grammatical structures, but on critical thinking skills not specific to the target language only. The chapter discusses the theoretical foundation of this approach and makes a case for summary writing as a form of integrated assessment, which gives teachers an opportunity to assess as full a combination of aspects as possible, including critical reflection on a text as well as mastery of language. The authors claim that this form of assessment promotes higher-order thinking abilities and stimulates a creative approach to learning rather than simply records students’ final achievement.
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Khvatova, E., Krutskikh, E. (2020). Summary Writing as a Form of Integrated Skills Assessment in Tertiary Settings. In: Hidri, S. (eds) Changing Language Assessment. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-42269-1_6
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