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Use of formative assessment, self- and peer-assessment in the classrooms: some insights from recent language testing and assessment research.

Research output: Contribution to journalReview article

Published
<mark>Journal publication date</mark>2014
<mark>Journal</mark>I-manager’s Journal on English Language Teaching
Issue number1
Volume4
Number of pages10
Pages (from-to)29-39
Publication statusPublished
Original languageEnglish

Abstract

A considerable number of studies on formative teacher assessment and feedback, learner self- and peer-assessment have been carried out in the field of Language Testing and Assessment (LTA) research over the last two decades. These studies investigated the above mentioned concepts from different perspectives (impact of assessment on learning, attitudes towards assessment, comparison between teacher and learner assessment practices, types and quality of formative teacher feedback), in a number of different contexts (English as second language classrooms, mainstream classrooms, immersion classrooms, i.e. for mainstream classrooms, teaching and learning is done through the medium of a second or additional language) and in a number of different ways (experimental studies, observational studies, surveys, research review studies). This paper systematically reviews most recent research on formative teacher
assessment and feedback, learner self- and peer-assessment, and reveals gaps which have not yet been addressed by research.