Implementing Formative Assessment from the Perspective of English Learners Abroad: a review study

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F20%3A73602864" target="_blank" >RIV/61989592:15410/20:73602864 - isvavai.cz</a>

Výsledek na webu

<a href="https://obd.upol.cz/id_publ/333182750" target="_blank" >https://obd.upol.cz/id_publ/333182750</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Implementing Formative Assessment from the Perspective of English Learners Abroad: a review study

Popis výsledku v původním jazyce

As formative assessment has become more popular in recent years, there are mostly studies focusing on teachers experiences and views of formative assessment. However, formative assessment is not only a matter of teachers, but most importantly of learners. This review study therefore provides a comprehensive overview of the issue of implementing formative assessment from the perspective of English learners abroad. Its aim is – through analysis – to identify students&apos; perceptions, views, and opinions towards teaching which uses elements of formative assessment. The study examines case studies that are providing insights into the views, opinions, and perceptions of learners within the framework of English language learning. The studies are dated from 2010 to the present day. The target group of case studies consists of students and pupils. The results of this study specify what elements of formative assessment learners find either beneficial or limiting. For the most part, students perceive efforts to implement elements of formative assessment into teaching positively. However, peer-assessment seems to be the most problematical element of formative assessment in English learning. The results of this review study could be an incentive for further research into case studies that focus on formative assessment in Czech educational environment.

Název v anglickém jazyce

Implementing Formative Assessment from the Perspective of English Learners Abroad: a review study

Popis výsledku anglicky

As formative assessment has become more popular in recent years, there are mostly studies focusing on teachers experiences and views of formative assessment. However, formative assessment is not only a matter of teachers, but most importantly of learners. This review study therefore provides a comprehensive overview of the issue of implementing formative assessment from the perspective of English learners abroad. Its aim is – through analysis – to identify students&apos; perceptions, views, and opinions towards teaching which uses elements of formative assessment. The study examines case studies that are providing insights into the views, opinions, and perceptions of learners within the framework of English language learning. The studies are dated from 2010 to the present day. The target group of case studies consists of students and pupils. The results of this study specify what elements of formative assessment learners find either beneficial or limiting. For the most part, students perceive efforts to implement elements of formative assessment into teaching positively. However, peer-assessment seems to be the most problematical element of formative assessment in English learning. The results of this review study could be an incentive for further research into case studies that focus on formative assessment in Czech educational environment.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2020

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Proceedings of IAC 2020 in Vienna

ISBN

978-80-88203-20-9

ISSN

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e-ISSN

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Počet stran výsledku

12

Strana od-do

29-40

Název nakladatele

Czech Institute of Academic Education z.s.

Místo vydání

Praha

Místo konání akce

Vídeň

Datum konání akce

11. 12. 2020

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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