Classroom-based language efficiency assessment: a challenge for EFL teachers
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Date
2012
Authors
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Journal Title
Journal ISSN
Volume Title
Publisher
Wydawnictwo Naukowe UAM
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Abstract
This 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.
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Keywords
Language assessment, Teacher assessment, Teachers’ beliefs, Teacher as assessor
Citation
Glottodidactica, Vol. 39/1 (2012), s. 81-92.
Seria
ISBN
83-232-1043-8
ISSN
0072-4769