Classroom and Formative Assessment in Second/Foreign Language Teaching and Learning
نویسندگان
چکیده
Formative assessment was first used by Scriven (1967), but studies focused on formative assessment in ESL and EFL classes started in 2000. Formative assessment is integrated in learning and teaching, so a great part of classroom assessment is formative. However, classroom assessment has been not defined clearly, as most of the texts about this type of assessment define it in terms of its formative or summative potentials (Fulcher & Davidson, 2007). This study is an attempt to define different types of assessment, compare formative and classroom assessment, and also identifies the areas which need more attention by researchers.
منابع مشابه
Iranian English Language Teachers' Perceptions of Monitoring and Scaffolding Practices of Assessment for Learning: A Focus on Gender and Class Size
Recent innovations in formative assessment have turned the spotlight on the implementation of assessment for learning in the classroom. Notwithstanding a considerable wealth of research on assessment for learning in mainstream education, few research studies in the field of language teaching thus far have touched upon assessment for learning. This quantitative study investigated Iranian English...
متن کاملInvestigating the Impacts of EFL Teachers' Age, Educational Background, Instructional Experience and Gender on Their Beliefs about Formative Assessment
Formative assessment is deemed the collaborative processes in which teachers and learners are engaged for the purpose of understanding the learners' learning and diagnosing their strengths and weaknesses. On the other hand, teachers' beliefs about formative assessment are paramount and might be influenced by a legion of variables such age, educational background, instructional experience, and g...
متن کاملInvestigating the Impacts of EFL Teachers' Age, Educational Background, Instructional Experience and Gender on Their Beliefs about Formative Assessment
Formative assessment is deemed the collaborative processes in which teachers and learners are engaged for the purpose of understanding the learners' learning and diagnosing their strengths and weaknesses. On the other hand, teachers' beliefs about formative assessment are paramount and might be influenced by a legion of variables such age, educational background, instructional experience, and g...
متن کاملThe Use of Educational Humor in the Process of Learning and Teaching: A Special Facilitator for Second Language Learners
The Use of Educational Humor in the Process of Learning and Teaching: A Special Facilitator for Second Language Learners A. Zeyaa'ee Mehr, Ph.D. Research on educational humor during the past two decades demonstrates both the role and the impact of humor on the processes of learning and teaching, especially in the area of second/foreign language learning. There are a number of theories...
متن کاملWillingness to Communicate (WTC) among Beginning-level German Learners: Teaching German as a Foreign Language in a U.S. University Classroom
This action research examines the concept of Willingness to Communicate (WTC) in a second language acquisition context. The researcher investigated the contributors of WTC in a foreign language classroom setting. Therefore, a multiple assignments method and sequence was applied. Participants of this study were students who matriculated in a United States (U.S.) undergraduate program, studying G...
متن کامل