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

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Use of formative assessment, self- and peer-assessment in the classrooms: some insights from recent language testing and assessment research. / Afitska, Oksana.
In: I-manager’s Journal on English Language Teaching, Vol. 4, No. 1, 2014, p. 29-39.

Research output: Contribution to Journal/Magazine › Review article › peer-review

Harvard

Afitska, O 2014, 'Use of formative assessment, self- and peer-assessment in the classrooms: some insights from recent language testing and assessment research.', I-manager’s Journal on English Language Teaching, vol. 4, no. 1, pp. 29-39. https://doi.org/10.26634/jelt.4.1.2640

APA

Afitska, O. (2014). Use of formative assessment, self- and peer-assessment in the classrooms: some insights from recent language testing and assessment research. I-manager’s Journal on English Language Teaching, 4(1), 29-39. https://doi.org/10.26634/jelt.4.1.2640

Vancouver

Afitska O. Use of formative assessment, self- and peer-assessment in the classrooms: some insights from recent language testing and assessment research. I-manager’s Journal on English Language Teaching. 2014;4(1):29-39. doi: 10.26634/jelt.4.1.2640

Author

Afitska, Oksana. / Use of formative assessment, self- and peer-assessment in the classrooms: some insights from recent language testing and assessment research. In: I-manager’s Journal on English Language Teaching. 2014 ; Vol. 4, No. 1. pp. 29-39.

Bibtex

@article{ff164ee90b534a41b856b5d106fb580c,
title = "Use of formative assessment, self- and peer-assessment in the classrooms: some insights from recent language testing and assessment research.",
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 teacherassessment and feedback, learner self- and peer-assessment, and reveals gaps which have not yet been addressed by research.",
keywords = "Formative Assessment, Language Learning, Formative Teacher Feedback, Self-Assessment, Peer-Assessment",
author = "Oksana Afitska",
year = "2014",
doi = "10.26634/jelt.4.1.2640",
language = "English",
volume = "4",
pages = "29--39",
journal = "I-manager{\textquoteright}s Journal on English Language Teaching",
number = "1",

}

RIS

TY - JOUR

T1 - Use of formative assessment, self- and peer-assessment in the classrooms: some insights from recent language testing and assessment research.

AU - Afitska, Oksana

PY - 2014

Y1 - 2014

N2 - 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 teacherassessment and feedback, learner self- and peer-assessment, and reveals gaps which have not yet been addressed by research.

AB - 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 teacherassessment and feedback, learner self- and peer-assessment, and reveals gaps which have not yet been addressed by research.

KW - Formative Assessment

KW - Language Learning

KW - Formative Teacher Feedback

KW - Self-Assessment

KW - Peer-Assessment

U2 - 10.26634/jelt.4.1.2640

DO - 10.26634/jelt.4.1.2640

M3 - Review article

VL - 4

SP - 29

EP - 39

JO - I-manager’s Journal on English Language Teaching

JF - I-manager’s Journal on English Language Teaching

IS - 1

ER -