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      <title>Chapter 9 Classroom L2 Reading Assessment by </title>
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      <description>Important highlights</description>
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      <pubDate>2020-09-18 07:04:15 UTC</pubDate>
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         <title>Reading Assessment</title>
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         <description><![CDATA[<ul><li>Measuring and reporting learner performance can be consider as an intimidating function.</li><li>The reason  of this intimidating function is our natural axiety.</li></ul><div><br></div>]]></description>
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         <pubDate>2020-09-18 07:07:00 UTC</pubDate>
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         <title>Common sources of a reading assessment </title>
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         <description><![CDATA[<div><br>1. Select appropriate texts and devise purposeful tasks.<br>2. Interpreting the outcomes of formal and informal assessment.</div>]]></description>
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         <pubDate>2020-09-18 07:08:05 UTC</pubDate>
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         <title>Assessmets have significant consequences for students and istitutions. It must be:</title>
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         <description><![CDATA[<div>1. Accurate.<br>2.fair<br>3.transparent<br>4.Meaningful for all stakholders.<br><br></div>]]></description>
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         <pubDate>2020-09-18 07:08:45 UTC</pubDate>
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         <title>Purposes of L2 Reading Assessment</title>
         <author>damarismaldonado2409</author>
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         <description><![CDATA[<div>1.Proficiency assessments.<br>2. Placement examination<br>3. Dignostic examination<br>4. Progress assessment<br>5. Formative assessment<br>6. Achievement assessment<br>7. Summative evaluations.</div>]]></description>
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         <pubDate>2020-09-18 07:09:31 UTC</pubDate>
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         <title>Principles and concepts of L2 Reading Assessment</title>
         <author>damarismaldonado2409</author>
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         <description><![CDATA[<div>1. Reliability<br>2. Validity<br>3. Authenticity<br>4. Whashback</div>]]></description>
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         <pubDate>2020-09-18 07:09:38 UTC</pubDate>
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