Zobrazeno 1 - 10
of 132
pro vyhledávání: '"classroom-based assessment"'
Autor:
Yawen Liu
Publikováno v:
Heliyon, Vol 10, Iss 12, Pp e32629- (2024)
CBA has emerged as a prominent pedagogical approach aimed at intertwining assessment within the instructional process, effectively fostering student learning. In English as a Foreign Language (EFL) education, CBA has garnered considerable attention,
Externí odkaz:
https://doaj.org/article/9d03edf5c70640f4b96ef6aab4d9e7c8
Autor:
Anwar Farhan Mohamad Marzaini, Shahazwan Mat Yusoff, Noorhayati Zakaria, Mohamad Helme Basal, Wan Nurul Elia Haslee Sharil, Kaarthiyany Supramaniam
Publikováno v:
Malaysian Journal of Learning and Instruction, Vol 21, Iss 1 (2024)
Purpose – Although there exists a substantial body of research discussing the efficient implementation of classroom-based assessment (CBA), there is a dearth of knowledge regarding its application within the context of English as a Second Language
Externí odkaz:
https://doaj.org/article/3d4b9c4cf75a429eac8efd0f4bd0c67d
Autor:
Ali Kushki, Hossein Nassaji
Publikováno v:
Education Sciences, Vol 14, Iss 4, p 342 (2024)
Our understanding of assessing L2 reading has significantly expanded in recent years, including both theoretical and practical aspects. There is a growing consensus that reading comprehension involves multiple skills and subskills. Classroom-based as
Externí odkaz:
https://doaj.org/article/9833d10f31a940b7add4c680d7481f8d
Autor:
Therese N. Hopfenbeck, Zhonghua Zhang, Sundance Zhihong Sun, Pam Robertson, Joshua A. McGrane
Publikováno v:
Frontiers in Education, Vol 8 (2023)
The integration of artificial intelligence (AI) into educational contexts may give rise to both positive and negative ramifications for teachers’ uses of formative assessment within their classrooms. Drawing on our diverse experiences as academics,
Externí odkaz:
https://doaj.org/article/009a5a800f564434b55c4203558a9b40
Autor:
Malak Swaie, Muath Algazo
Publikováno v:
Frontiers in Education, Vol 8 (2023)
This study examines the purposes and methods of classroom-based assessment (CBA) used by English as a Foreign Language (EFL) teachers in secondary schools in Jordan. The study data was collected through an online questionnaire that surveyed 54 partic
Externí odkaz:
https://doaj.org/article/6df5480d8fb340c793518d77b72f73da
Publikováno v:
Profile Issues in Teachers' Professional Development, Vol 24, Iss 2, Pp 231-245 (2022)
The current discussion about assessment in the language teaching context—involving topics such as immigration and citizenship, and university entrance—has brought with it the issue of justice in assessment. Although in Colombia such concerns are
Externí odkaz:
https://doaj.org/article/942954fd843c46d7b9c08baae4934b7c
Publikováno v:
Frontiers in Psychology, Vol 13 (2022)
Classroom-based assessment (CBA) is an approach for learning improvement that has been advocated as having strong potential in enhancing learner autonomy of young language learners (YLLs). This study investigated Chinese primary school English as a f
Externí odkaz:
https://doaj.org/article/8c95b657ffba45e1a4144db5d5393a39
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