Formative Assessment Issues across the Curriculum: The Theory and the Practice

Autor/in	Black, Paul
Titel	Formative Assessment Issues across the Curriculum: The Theory and the Practice
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 43 (2009) 3, S.519-524 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
Schlagwörter	Formative Evaluation; Second Language Learning; Second Language Instruction; Language Teachers; Applied Linguistics; Theory Practice Relationship; Student Evaluation; Evaluation Methods + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Linguistics; Linguistik; Angewandte Linguistik; Theorie-Praxis-Beziehung; Schulnote; Studentische Bewertung
Abstract	In the past decade, formative assessment has attracted a good deal of research interest in all subject areas, including second language education. It is interesting to note that there is now a lively discussion on the relationship between assessment and learning among applied linguists and language educators. In this article, the author will attempt to map out some of the key developmental issues in formative assessment that may resonate with the concerns of language teachers and language assessment professionals. (Contains 2 figures and 1 footnote.) (ERIC).
Anmerkungen	Teachers of English to Speakers of Other Languages, Inc. 700 South Washington Street Suite 200, Alexandria, VA 22314. Tel: 888-547-3369; Tel: 703-836-0774; Fax: 703-836-7864; Fax: 703-836-6447; e-mail: info@tesol.org; Web site: http://www.tesol.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10