Alister Cumming

Alister Cumming 

 

Nom de famille - Cumming                

Prénom - Alister             

Adresse de correspondance - courriel

Nationalité - Canadienne

Affiliation à des réseaux éducationnels
 
Informations professionnelles
 
Fonction ou poste actuel

Head, Modern Language Centre, Department of Curriculum, Teaching & Learning

Nom de l'employeur                
University of Toronto
Pays d'exercice de la fonction
 
Canada
Formation
 
Qualifications ou formation pertinentes
PhD  University of Toronto, Department of Education       
M.A.  University of British Columbia, Department of English          
B.A.   University of British Columbia, Department of English            
Langues de communication
 
Langue maternelle

Anglais

Autres langues de communication              
Français
Contribution au projet
 
Publications
Leki, I., Cumming, A., & Silva, T. (in press). A synthesis of research on second language
writing. Mahwah, NJ: Lawrence Erlbaum.
Cumming, A. & Laurier, M. (Eds.). (2007). Language assessment, special issue of the Canadian
Modern Language Review, 64, 1.
Cumming, A. (Ed.). (2006). Goals for academic writing: ESL students and their instructor Amsterdam: John Benjamins.
Cumming, A., Kantor, R., Baba, K., Eouanzoui, K., Erdosy, U., & James, M. (2006). Analysis of discourse: Features and verification of scoring levels for independents and integrated prototype tasks for the new TOEFL.  TOEFL Monograph Series, Report No. 30. Princeton, NJ: Educational Testing Service.
 
Bascia, N., Cumming, A., Datnow, A., Leithwood, K., & Livingstone, D. (Eds.) (2005). International handbook of educational policy. Volumes 1 and 2. Dordrecht, Netherlands. Springer.
Cumming, A., Grant, L., Mulcahy-Ernt, P. & Powers, D. (2005). A teacher-verification study of speaking and writing prototype tasks for a new TOEFL.  TOEFL Monograph Series, Report No. 26. Princeton, NJ: Educational Testing Service.
Cumming, A., Kantor, R., & Powers, D. (2001). Scoring TOEFL essays and TOEFL 2000 prototype tasks:  An investigation into raters’ decision making, and development of a preliminary analytic framework. TOEFL Monograph Series, Report No. 22. Princeton, NJ: Educational Testing Service.
 

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