{"id":89,"date":"2023-02-03T01:12:30","date_gmt":"2023-02-03T07:12:30","guid":{"rendered":"http:\/\/congresolenguas.ucr.ac.cr\/?page_id=89"},"modified":"2023-07-12T08:03:57","modified_gmt":"2023-07-12T14:03:57","slug":"areas-tematicas","status":"publish","type":"page","link":"https:\/\/congresolenguas.ucr.ac.cr\/en\/areas-tematicas\/","title":{"rendered":"Topics"},"content":{"rendered":"<p>[et_pb_section fb_built=\u00bb1&#8243; admin_label=\u00bbsection\u00bb _builder_version=\u00bb4.16&#8243; global_colors_info=\u00bb{}\u00bb][et_pb_row admin_label=\u00bbrow\u00bb _builder_version=\u00bb4.16&#8243; background_size=\u00bbinitial\u00bb background_position=\u00bbtop_left\u00bb background_repeat=\u00bbrepeat\u00bb global_colors_info=\u00bb{}\u00bb][et_pb_column type=\u00bb4_4&#8243; _builder_version=\u00bb4.16&#8243; custom_padding=\u00bb|||\u00bb global_colors_info=\u00bb{}\u00bb custom_padding__hover=\u00bb|||\u00bb][et_pb_post_title meta=\u00bboff\u00bb featured_image=\u00bboff\u00bb _builder_version=\u00bb4.19.5&#8243; _module_preset=\u00bbdefault\u00bb global_colors_info=\u00bb{}\u00bb][\/et_pb_post_title][et_pb_text admin_label=\u00bbText\u00bb _builder_version=\u00bb4.20.2&#8243; background_size=\u00bbinitial\u00bb background_position=\u00bbtop_left\u00bb background_repeat=\u00bbrepeat\u00bb hover_enabled=\u00bb0&#8243; global_colors_info=\u00bb{}\u00bb sticky_enabled=\u00bb0&#8243;]<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-351  aligncenter\" src=\"http:\/\/congresolenguas.ucr.ac.cr\/wp-content\/uploads\/2023\/07\/oso4-copia-209x300.png\" alt=\"\" width=\"84\" height=\"120\" \/><\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li>Classroom based language assessment (formative &amp; summative, washback, feedback, project based\/ task-based language assessment, alternative language assessment, etc.)<img loading=\"lazy\" decoding=\"async\" class=\"wp-image-350 alignright\" src=\"http:\/\/congresolenguas.ucr.ac.cr\/wp-content\/uploads\/2023\/07\/Areas-tematicas1-300x300.jpg\" alt=\"\" width=\"236\" height=\"236\" \/><\/li>\n<li>Technology in language assessment<\/li>\n<li>Principles in language assessment<\/li>\n<li>Assessing the four skills<\/li>\n<li>Language assessment literacy<\/li>\n<li>Professional development in language assessment<\/li>\n<li>Language test development in LATAM<\/li>\n<li>Language assessment in program and curricular evaluation<\/li>\n<li>Language assessment in the reverse design of language curricula<\/li>\n<li>The practical implementation of language assessments within language programs (see Alderson 2009)<\/li>\n<\/ul>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>","protected":false},"excerpt":{"rendered":"<p>&nbsp; Evaluaci\u00f3n de lenguas en el aula (formativa y sumativa, washback, retroalimentaci\u00f3n, evaluaci\u00f3n de lenguas basada en proyectos\/tareas, evaluaci\u00f3n ling\u00fc\u00edstica alternativa, etc.) Tecnolog\u00eda en la evaluaci\u00f3n de lenguas Principios en la evaluaci\u00f3n de lenguas Evaluaci\u00f3n de las cuatro habilidades Alfabetizaci\u00f3n en evaluaci\u00f3n de lenguas Desarrollo profesional en la evaluaci\u00f3n de lenguas Desarrollo de pruebas de [&hellip;]<\/p>","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"<!-- wp:list -->\r\n<ul><!-- wp:list-item -->\r\n<li>Classroom based language assessment (formative & summative, washback, feedback, project based\/ task-based language assessment, alternative language assessment, etc.)<\/li>\r\n<!-- \/wp:list-item -->\r\n\r\n<!-- wp:list-item -->\r\n<li>Technology in language assessment<\/li>\r\n<!-- \/wp:list-item -->\r\n\r\n<!-- wp:list-item -->\r\n<li>Principles in language assessment<\/li>\r\n<!-- \/wp:list-item -->\r\n\r\n<!-- wp:list-item -->\r\n<li>Assessing the four skills<\/li>\r\n<!-- \/wp:list-item -->\r\n\r\n<!-- wp:list-item -->\r\n<li>Language assessment literacy<\/li>\r\n<!-- \/wp:list-item -->\r\n\r\n<!-- wp:list-item -->\r\n<li>Professional development in language assessment<\/li>\r\n<!-- \/wp:list-item -->\r\n\r\n<!-- wp:list-item -->\r\n<li>Language test development in LATAM<\/li>\r\n<!-- \/wp:list-item -->\r\n\r\n<!-- wp:list-item -->\r\n<li>Language assessment in program and curricular evaluation<\/li>\r\n<!-- \/wp:list-item -->\r\n\r\n<!-- wp:list-item -->\r\n<li>Language assessment in the reverse design of language curricula<\/li>\r\n<!-- \/wp:list-item -->\r\n\r\n<!-- wp:list-item -->\r\n<li>The practical implementation of language assessments within language programs (see Alderson 2009)<\/li>\r\n<!-- \/wp:list-item --><\/ul>\r\n<!-- \/wp:list -->\r\n\r\n<!-- wp:divi\/placeholder \/-->","_et_gb_content_width":"","footnotes":""},"class_list":["post-89","page","type-page","status-publish","hentry"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/congresolenguas.ucr.ac.cr\/en\/wp-json\/wp\/v2\/pages\/89","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/congresolenguas.ucr.ac.cr\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/congresolenguas.ucr.ac.cr\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/congresolenguas.ucr.ac.cr\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/congresolenguas.ucr.ac.cr\/en\/wp-json\/wp\/v2\/comments?post=89"}],"version-history":[{"count":7,"href":"https:\/\/congresolenguas.ucr.ac.cr\/en\/wp-json\/wp\/v2\/pages\/89\/revisions"}],"predecessor-version":[{"id":354,"href":"https:\/\/congresolenguas.ucr.ac.cr\/en\/wp-json\/wp\/v2\/pages\/89\/revisions\/354"}],"wp:attachment":[{"href":"https:\/\/congresolenguas.ucr.ac.cr\/en\/wp-json\/wp\/v2\/media?parent=89"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}