Image de couverture de livre

English Language Teachers’ Perceived Classroom Assessment Knowledge and Practice: Developing and Validating a Scale

Fuente: Redalyc

Enregistré dans:

Détails bibliographiques
Auteur principal:	Zia Tajeddin
Format:	Artículo científico
Langue:	en
Publié:	Universidad Nacional de Colombia 2022
Sujets:	Educación classroom scale development classroom assessment based language assessment literacy English as a foreign language teachers
Accès en ligne:	Acceder al recurso 1 Acceder al recurso 2 Acceder al recurso 3 Acceder al recurso 4 Acceder al recurso 5
Tags:	Ajouter un tag Pas de tags, Soyez le premier à ajouter un tag!

Documents similaires

Colombian Scholars’ Discussion About Language Assessment: A Review of Five Journals
par: Sonia Patricia Hernández-Ocampo
Publié: (2022)

Examining the Assessment Practices of Foreign Language Novice Teachers
par: Gabriel Cote Parra
Publié: (2024)

Using Spanish in English Language Chilean Classrooms? Perspectives from EFL Teacher Trainees
par: Eladio Donoso
Publié: (2020)

Planning an Online Assessment Course for English Language Teachers in Latin America
par: Frank Giraldo
Publié: (2023)

Evaluating an Online Assessment Course: Teachers’ Voices on Their Language Assessment Literacy
par: Frank Giraldo
Publié: (2025)

Language Assessment Literacy and Teachers’ Professional Development: A Review of the Literature
par: Frank Giraldo
Publié: (2021)

A Post-Positivist and Interpretive Approach to Researching Teachers’ Language Assessment Literacy
par: Frank Giraldo
Publié: (2020)

A Reflection on Initiatives for Teachers’ Professional Development Through Language Assessment Literacy
par: Frank Giraldo
Publié: (2021)

Understanding and Facing Discipline-Related Challenges in the English as a Foreign Language Classroom at Public School
par: Josefina Quintero Corzo
Publié: (2011)

Teachers’ Assessment Approaches Regarding EFL Students’ Speaking Skill
par: Jaime Fernando Duque-Aguilar
Publié: (2021)

Relevant factors to the evaluation of non-Spanish speaking Hatian students written production in Chilean public schools
par: Vega, Gloria Toledo, et autres
Publié: (2021)

Language Assessment Literacy and the Professional Development of Pre-Service Language Teachers
par: Frank Giraldo
Publié: (2019)

The Use of L1 in the Foreign Language Classroom
par: Yi-chun Pan
Publié: (2010)

Classroom Management in Foreign Language Education: An Exploratory Review
par: Diego Fernando Macías
Publié: (2018)

Creating a Teacher Development Program Linked to Curriculum Renewal
par: Erica Ferrer Ariza
Publié: (2018)

Corpus Literacy Training for In-Service English Language Teachers
par: Ahmet Basal
Publié: (2024)

High School EFL Teachers’ Identity and Their Emotions Towards Language Requirements
par: Julio César Torres-Rocha
Publié: (2017)

Language learners' identities in EFL settings: resistance and power through discourse
par: July Carolina Gómez Lobatón
Publié: (2012)

EFL Teachers’ Perceptions of Continuing Professional Development: A Case of Iranian High School Teachers
par: Goudarz Alibakhshi
Publié: (2015)

Language Testing in Colombia: A Call for More Teacher Education and Teacher Training in Language Assessment
par: Alexis A López Mendoza
Publié: (2009)

From the Design of Assessments to Language Assessment Literacy
par: Frank Giraldo
Publié: (2023)

Students’ Beliefs About Their English Class: Exploring New Voices in a National Discussion
par: Jessica Villarreal Suarez
Publié: (2016)

Exploring Non-Native-English-Speaking Preservice EFL Teachers’ Cognitions: What Teaching Philosophy Statements Can Tell Us
par: Sibel Tatar
Publié: (2024)

The Impact of Assessment Training on EFL Writing Classroom Assessment: Voices of Mexican University Teachers
par: Elsa Fernanda González
Publié: (2021)

Strengthening Local Identity by Writing Chronicles in the EFL Classroom
par: Alba Milena Flórez González
Publié: (2018)

Perceptions and Beliefs of EFL Students Regarding Classroom Assessment at a Colombian University
par: Leonardo Herrera Mosquera
Publié: (2021)

Learning English From a Critical, Intercultural Perspective: The Journey of Preservice Language Teachers
par: Claudia Patricia Gutiérrez
Publié: (2022)

English Teachers' Beliefs about Communicative Competence and their relationship with their Classroom Practices
par: Moravia Elizabeth González Peláez
Publié: (2008)

Critical Literacy and the Communicative Approach: Gaps and Intersections
par: Kátia Modesto Valério
Publié: (2018)

Third places and the interactive construction of interculturality in the English as foreign/additional language classroom
par: Gloria Gil
Publié: (2016)

ICT in the professional development of EFL teachers: perceptions and challenges
par: Luz Dary Arias Soto
Publié: (2011)

A Learning Experience of the Gender Perspective in English Teaching Contexts
par: ClaudiaPatricia Mojica
Publié: (2017)

Understanding Beliefs, Teachers' Beliefs and Their Impact on the Use of Computer Technology
par: Héctor Alejandro Galvis
Publié: (2012)

Foreign Language Planning: The Case of a Teacher/Translator Training Programme at a Mexican University
par: Virna Velázquez
Publié: (2018)

Edukasi: Jurnal Pendidikan dan Pengajaran
Publié: (2018)

In-Service University-Level EFL Instructors’ Language Assessment Literacy and Training Needs
par: Ali Sayyadi
Publié: (2022)

A Review of Critical Pedagogy-Informed Collaborative Professional Development Practices in English Language Teaching
par: Serhat Başar
Publié: (2024)

Self-Efficacy of English Language Teachers With Low and High Curriculum Literacy in Indonesian Schools
par: Burhanuddin Yasin
Publié: (2022)

Early EFL Instruction and L1 Literacy
par: Kristen M Lindahl
Publié: (2018)

Boredom Destroys Classroom Attention
par: Excellent Educator
Publié: (2026)