A formative perspective on language teaching and assessment : supporting young ethnic minority children in English primary classrooms

A formative perspective on language teaching and assessment : supporting young ethnic minority children in English primary classrooms

Over the last decade there has been an increased interest in investigation of assessment for learning. However, to date there are still very few studies that investigated assessment for language learning, or formative language assessment, focusing particularly on: (1) effects of formative assessment...

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Main Author: Afitska, Oksana
Published: University of Bristol 2008
Subjects:
372.6044
Online Access:https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492607
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spelling ndltd-bl.uk-oai-ethos.bl.uk-4926072018-10-03T03:19:50ZA formative perspective on language teaching and assessment : supporting young ethnic minority children in English primary classroomsAfitska, Oksana2008Over the last decade there has been an increased interest in investigation of assessment for learning. However, to date there are still very few studies that investigated assessment for language learning, or formative language assessment, focusing particularly on: (1) effects of formative assessment on learners' linguistic development and on teachers' teaching and lesson planning; (2) variables influencing the frequency and extent of effectiveness of formative assessment; (3) teachers' anc leamers' views on teacher feedback, learner peer- and self-assessment; and (4) and lulfilment of the requirements set in the official policy documents on effective teaching and assessment of leamers with EAL in real classrooms.372.6044University of Bristolhttps://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492607http://hdl.handle.net/1983/ab788931-7864-4482-a651-f918a5df6b27Electronic Thesis or Dissertation
collection NDLTD
sources NDLTD
topic 372.6044
spellingShingle 372.6044
Afitska, Oksana
A formative perspective on language teaching and assessment : supporting young ethnic minority children in English primary classrooms
description Over the last decade there has been an increased interest in investigation of assessment for learning. However, to date there are still very few studies that investigated assessment for language learning, or formative language assessment, focusing particularly on: (1) effects of formative assessment on learners' linguistic development and on teachers' teaching and lesson planning; (2) variables influencing the frequency and extent of effectiveness of formative assessment; (3) teachers' anc leamers' views on teacher feedback, learner peer- and self-assessment; and (4) and lulfilment of the requirements set in the official policy documents on effective teaching and assessment of leamers with EAL in real classrooms.
author Afitska, Oksana
author_facet Afitska, Oksana
author_sort Afitska, Oksana
title A formative perspective on language teaching and assessment : supporting young ethnic minority children in English primary classrooms
title_short A formative perspective on language teaching and assessment : supporting young ethnic minority children in English primary classrooms
title_full A formative perspective on language teaching and assessment : supporting young ethnic minority children in English primary classrooms
title_fullStr A formative perspective on language teaching and assessment : supporting young ethnic minority children in English primary classrooms
title_full_unstemmed A formative perspective on language teaching and assessment : supporting young ethnic minority children in English primary classrooms
title_sort formative perspective on language teaching and assessment : supporting young ethnic minority children in english primary classrooms
publisher University of Bristol
publishDate 2008
url https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492607
work_keys_str_mv AT afitskaoksana aformativeperspectiveonlanguageteachingandassessmentsupportingyoungethnicminoritychildreninenglishprimaryclassrooms
AT afitskaoksana formativeperspectiveonlanguageteachingandassessmentsupportingyoungethnicminoritychildreninenglishprimaryclassrooms
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