Use of formative assessment, self- and peer-assessment in the classrooms: some insights from recent language testing and assessment research.

Afitska, Oksana (2014) Use of formative assessment, self- and peer-assessment in the classrooms: some insights from recent language testing and assessment research. I-manager’s Journal on English Language Teaching, 4 (1). pp. 29-39.

Full text not available from this repository.

Abstract

A considerable number of studies on formative teacher assessment and feedback, learner self- and peer-assessment have been carried out in the field of Language Testing and Assessment (LTA) research over the last two decades. These studies investigated the above mentioned concepts from different perspectives (impact of assessment on learning, attitudes towards assessment, comparison between teacher and learner assessment practices, types and quality of formative teacher feedback), in a number of different contexts (English as second language classrooms, mainstream classrooms, immersion classrooms, i.e. for mainstream classrooms, teaching and learning is done through the medium of a second or additional language) and in a number of different ways (experimental studies, observational studies, surveys, research review studies). This paper systematically reviews most recent research on formative teacher assessment and feedback, learner self- and peer-assessment, and reveals gaps which have not yet been addressed by research.

Item Type:
Journal Article
Journal or Publication Title:
I-manager’s Journal on English Language Teaching
Subjects:
ID Code:
131646
Deposited By:
Deposited On:
27 Feb 2019 16:50
Refereed?:
Yes
Published?:
Published
Last Modified:
03 Sep 2020 04:20