Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492607
Title: A formative perspective on language teaching and assessment: supporting young ethnic minority children in English primary classrooms
Author: Afitska, Oksana
Awarding Body: University of Bristol
Current Institution: University of Bristol
Date of Award: 2008
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Abstract:
Over the last decade there has been an increased interest in investigation of assessment for learning. However, to date there are still very few studies that investigated assessment for language learning, or formative language assessment, focusing particularly on: (1) effects of formative assessment on learners' linguistic development and on teachers' teaching and lesson planning; (2) variables influencing the frequency and extent of effectiveness of formative assessment; (3) teachers' anc leamers' views on teacher feedback, learner peer- and self-assessment; and (4) and lulfilment of the requirements set in the official policy documents on effective teaching and assessment of leamers with EAL in real classrooms.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.492607  DOI: Not available
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