Please use this identifier to cite or link to this item: https://hdl.handle.net/10593/3611
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dc.contributor.authorWACH, ALEKSANDRA-
dc.date.accessioned2012-11-04T16:12:53Z-
dc.date.available2012-11-04T16:12:53Z-
dc.date.issued2012-
dc.identifier.citationGlottodidactica, Vol. 39/1 (2012), s. 81-92.pl_PL
dc.identifier.isbn83-232-1043-8-
dc.identifier.issn0072-4769-
dc.identifier.urihttp://hdl.handle.net/10593/3611-
dc.description.abstractThis paper attempts to highlight the significant multidimensional role of teachers of English as a foreign language in conducting language assessment in the process of teaching. The study presented in the article aimed to investigate school and university EFL teachers’ (n=87) beliefs about the place of assessment in their teaching practice and their role as assessors. The findings indicated that classroom assessment, though appreciated by the study participants, posed a major challenge to them.pl_PL
dc.language.isoen_USpl_PL
dc.publisherWydawnictwo Naukowe UAMpl_PL
dc.subjectLanguage assessmentpl_PL
dc.subjectTeacher assessmentpl_PL
dc.subjectTeachers’ beliefspl_PL
dc.subjectTeacher as assessorpl_PL
dc.titleClassroom-based language efficiency assessment: a challenge for EFL teacherspl_PL
dc.typeArtykułpl_PL
Appears in Collections:Glottodidactica, Vol. 39/1 (2012)

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