Citations (24)
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Selma Dzemidzic Kristiansen. (2022) Exploring pupils’ and teachers’ perspectives on face-to-face promotive interaction in cooperative learning. Education 3-13 50:1, pages 54-69.
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Qiang Guo & Yueting Xu. (2021) Formative assessment use in university EFL writing instruction: a survey report from China. Asia Pacific Journal of Education 41:2, pages 221-237.
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Karin Vogt, Dina Tsagari, Ildikó Csépes, Anthony Green & Nicos Sifakis. (2020) Linking Learners’ Perspectives on Language Assessment Practices to Teachers’ Assessment Literacy Enhancement (TALE): Insights from Four European Countries. Language Assessment Quarterly 17:4, pages 410-433.
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Kim-Daniel Vattøy & Siv M. Gamlem. (2020) Teacher–student interactions and feedback in English as a foreign language classrooms. Cambridge Journal of Education 50:3, pages 371-389.
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Sverre Tveit. (2018) Ambitious and ambiguous: shifting purposes of national testing in the legitimation of assessment policies in Norway and Sweden (2000–2017). Assessment in Education: Principles, Policy & Practice 25:3, pages 327-350.
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Päivi Atjonen, Sini Kontkanen, Päivi Ruotsalainen & Susanna Pöntinen. Pre-service teachers as learners of formative assessment in teaching practice. European Journal of Teacher Education 0:0, pages 1-18.
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Articles from other publishers (18)
Kuok-Wa Chao. (2023) Las prácticas evaluativas y la concepción de la evaluación del profesorado de francés como lengua extranjera. Perfiles Educativos 45:179, pages 55-72.
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Julie Arnold. (2022) Prioritising students in Assessment for Learning: A scoping review of research on students' classroom experience. Review of Education 10:3.
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Skevi Vassiliou, Salomi Papadima-Sophocleous & Christina Nicole GiannikasSkevi Vassiliou, Salomi Papadima-Sophocleous & Christina Nicole Giannikas. 2022. Formative assessment in second language learning: a systematic review and an annotated bibliography. Formative assessment in second language learning: a systematic review and an annotated bibliography
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Skevi Vassiliou, Salomi Papadima-Sophocleous & Christina Nicole GiannikasSkevi Vassiliou, Salomi Papadima-Sophocleous & Christina Nicole Giannikas. 2022. Formative assessment in second language learning: a systematic review and an annotated bibliography. Formative assessment in second language learning: a systematic review and an annotated bibliography
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Xiaoyu Sophia Zhang & Lawrence Jun Zhang. (2022) Sustaining Learners’ Writing Development: Effects of Using Self-Assessment on Their Foreign Language Writing Performance and Rating Accuracy. Sustainability 14:22, pages 14686.
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Xiaoyu Sophia Zhang, Lawrence Jun Zhang, Judy M. Parr & Christine Biebricher. (2022) Exploring teachers’ attitudes and self-efficacy beliefs for implementing student self-assessment of English as a foreign language writing. Frontiers in Psychology 13.
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Yalei Li. (2022) Formative Assessment of College English Autonomous Learning Based on Fuzzy Comprehensive Evaluation Algorithm. Mobile Information Systems 2022, pages 1-9.
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Noaga Dieudonné Kaboré, Éric Frenette & Marie-Hélène Hébert. (2022) Revue systématique sur les pratiques évaluatives probantes en évaluation formative à l’enseignement primaire et secondaireSystematic review of evidence-based formative assessment practices in elementary and secondary teachingRevisión sistemática de las prácticas evaluativas probatorias en evaluación formativa para la enseñanza primaria y secundaria. Revue des sciences de l'éducation 48:1.
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Eva Thue Vold. (2021) Assessing Writing in French-as-a-Foreign-Language: Teacher Practices and Learner Uptake. Languages 6:4, pages 210.
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Lise Vikan Sandvik & Oda Aasmundstad Sommervold. (2021) Students’ Perceptions of Involvement in the Assessment of Oral Competence in English as a Second Language. Languages 6:4, pages 203.
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Liivi Jakobson. (2020) Vuxna nybörjarstuderandes uppfattningar om skriftlig lärarrespons på skrivande i svenska som andraspråk. Educare:4, pages 1-32.
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Kim-Daniel Vattøy. (2020) Teachers’ beliefs about feedback practice as related to student self-regulation, self-efficacy, and language skills in teaching English as a foreign language. Studies in Educational Evaluation 64, pages 100828.
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Maryam Ataie-Tabar, Gholamreza Zareian, Seyyed Mohammad Reza Amirian & Seyyed Mohammad Reza Adel. (2019) A Study of Socio-Cultural Conception of Writing Assessment Literacy: Iranian EFL Teachers’ and Students’ Perspectives探究寫作評量素養中的社會文化觀:伊朗英語教師與學生的觀點. English Teaching & Learning 43:4, pages 389-409.
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Elaheh TAVAKOLİ, Mohammad Reza AMİRİAN, Tony BURNER, Mohammad DAVOUDİ & Saeed GHANİABADİ. (2019) Formative Assessment of Writing (FAoW): A Confirmatory Factor Structure StudyFormative Assessment of Writing (FAoW): A Confirmatory Factor Structure Study. International Journal of Assessment Tools in Education 6:3, pages 344-361.
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Kim-Daniel Vattøy & Kari Smith. (2019) Students' perceptions of teachers' feedback practice in teaching English as a foreign language. Teaching and Teacher Education 85, pages 260-268.
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Ulrikke Rindal & Lisbeth M BrevikTony Burner. 2019. English Didactics in Norway. English Didactics in Norway
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Liivi Jakobson. (2019) Lärares uppfattningar om responsfokus och responssätt för vuxna nybörjarstuderandes texter i svenska som andraspråk. Nordand 14:1, pages 25-47.
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Ruth E. Vatvedt Fjeld, Elsa Kristiansen, Marianne Rathje, Veturlidi Oskarsson, Natalia Konstaninovskaia, Inayat Gill & Fekede Menuta. (2019) The worldwide use and meaning of the f-word. Intercultural Pragmatics 16:1, pages 85-111.
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