dc.contributor.author | Tsagari, Dina | en |
dc.creator | Tsagari, Dina | en |
dc.date.accessioned | 2019-08-05T07:05:58Z | |
dc.date.available | 2019-08-05T07:05:58Z | |
dc.date.issued | 2016 | |
dc.identifier.issn | 1855-9719 | |
dc.identifier.issn | 2232-2647 | |
dc.identifier.uri | http://gnosis.library.ucy.ac.cy/handle/7/52306 | |
dc.description.abstract | Many researchers have highlighted the central role that assessment plays in second language (L2) classrooms and have expressed the need for research into classroom-based language assessment (CBLA), an area that is gradually coming into its own in the field of language testing and assessment (e.g., Hasselgreen, 2008 | en |
dc.description.abstract | Leung, 2014 | en |
dc.description.abstract | Hill & McNamara, 2012 | en |
dc.description.abstract | Turner, 2012). Motivated by the prominence of CBLA in recent discussions, the present study set out to investigate the CBLA practices, knowledge and skills of Greek and Cypriot primary school EFL teachers. The data was collected through teacher interviews and classroom-based tests. The results showed that teachers employ a summative orientation towards evaluating their students’ performance and seem to have unclear ideas about the purposes and implementation of formative assessment, mainly due to lack of professional training in language assessment. The paper concludes with suggestions as to how EFL teachers’ CBLA literacy can be enhanced. | en |
dc.source | Center for Educational Policy Studies Journal | en |
dc.source.uri | https://doaj.org/article/40ef8db3cb4742d9a9e52cfbece75017 | |
dc.subject | assessment literacy | en |
dc.subject | classroom-based language assessment | en |
dc.subject | classroom-based tests | en |
dc.subject | Education (General) | en |
dc.subject | language testing and assessment | en |
dc.subject | nterviews | en |
dc.subject | teacher training | en |
dc.title | Assessment Orientations of State Primary EFL Teachers in Two Mediterranean Countries | en |
dc.type | info:eu-repo/semantics/article | en |
dc.description.volume | 6 | |
dc.description.startingpage | 9 | |
dc.description.endingpage | 30 | |
dc.author.faculty | Σχολή Ανθρωπιστικών Επιστημών / Faculty of Humanities | |
dc.author.department | Τμήμα Αγγλικών Σπουδών / Department of English Studies | |
dc.type.uhtype | Article | en |
dc.description.notes | <p>ID: Accession Number: edsdoj.40ef8db3cb4742d9a9e52cfbece75017 | en |
dc.description.notes | Item Citation: Center for Educational Policy Studies Journal, Vol 6, Iss 1, Pp 9-30 (2016) | en |
dc.description.notes | Related Material: https://www.cepsj.si/pdfs/cepsj_6_1/cepsj_pp_9-30_Tsagari.pdf | en |
dc.description.notes | Related Material: https://doaj.org/toc/1855-9719 | en |
dc.description.notes | Related Material: https://doaj.org/toc/2232-2647 | en |
dc.description.notes | Accession Number: edsdoj.40ef8db3cb4742d9a9e52cfbece75017 | en |
dc.description.notes | Publication Type: Journal Article | en |
dc.description.notes | Source: Center for Educational Policy Studies Journal, Vol 6, Iss 1, Pp 9-30 (2016) | en |
dc.description.notes | Language: English | en |
dc.description.notes | Format: electronic resource | en |
dc.description.notes | Publication Date: 20160101 | en |
dc.description.notes | Rights: Journal Licence: CC BY | en |
dc.description.notes | Imprint: University of Ljubljana, 2016.</p> | en |
dc.contributor.orcid | Tsagari, Dina [0000-0002-6884-108X] | |
dc.gnosis.orcid | 0000-0002-6884-108X | |