Illustrating Formative Assessment in Task-Based Language Teaching

Autor/inn/en	Gan, Zhengdong; Leung, Constant
Titel	Illustrating Formative Assessment in Task-Based Language Teaching
Quelle	In: ELT Journal, 74 (2020) 1, S.10-19 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gan, Zhengdong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccz048
Schlagwörter	Formative Evaluation; Second Language Instruction; English (Second Language); General Education + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Allgemein bildendes Schulwesen; Allgemeinbildung
Abstract	There has been an increasing professional and policy interest in using formative assessment as part of the learning process in the classroom, with increasing numbers of educators regarding it as an effective means of closing the gap between students' current and desired performance. However, there is a range of different views on what actually constitutes formative assessment and how it may be incorporated into regular classroom teaching. Furthermore, formative assessment is often misconstrued in reality, and teachers face considerable challenges in implementing formative assessment in their daily classes, particularly in the ESL teaching context. The purpose of this article is, therefore, to review how formative assessment has recently been discussed in both general education and L2 assessment fields, and to illustrate how formative assessment can be implemented in task-based language teaching in the daily ESL classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01