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| Autor/inn/en | Colby-Kelly, Christian; Turner, Carolyn E. |
|---|---|
| Titel | AFL Research in the L2 Classroom and Evidence of Usefulness: Taking Formative Assessment to the Next Level |
| Quelle | In: Canadian Modern Language Review, 64 (2007) 1, S.9-37 (29 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0008-4506 |
| DOI | 10.3138/cmlr.64.1.009 |
| Schlagwörter | Student Evaluation; Formative Evaluation; English for Academic Purposes; Teaching Methods; Second Language Learning; Second Language Instruction; Feedback (Response); Questionnaires; Interviews; Observation; Evaluation Methods; Classroom Techniques |
| Abstract | Recent trends in classroom evaluation seek innovative formative assessment intended to benefit learning, called assessment for learning (AFL), largely unresearched in the second language (L2) classroom (Rea-Dickins, 2004). This paper calls for taking L2 testing research to the next level, investigating the "usefulness" (Bachman & Palmer, 1996; Bachman, 2005) of formative assessment and AFL. We present data and preliminary results of a study of assessment practices in pre-university English for Academic Purposes (EAP) classes; participants include 9 teachers and 42 students. We describe five types of feedback from speaking tasks, and the assessment bridge, the area of classroom practice linking "assessment," teaching and learning. A mixed-methods approach was used, including curriculum document analysis, questionnaires, interviews and classroom observations. (Author). |
| Anmerkungen | University of Toronto Press. 5201 Dufferin Street, Toronto, ON M3H 5T8, Canada. Tel: 416-667-7810; Fax: 800-221-9985; Fax: 416-667-7881; e-mail: journals@utpress.utoronco.ca; Web site: http://www.utpjournals.com/cmlr/cmlr.html |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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