University teachers’ underlying assumptions about assessment in English as a foreign language context in Ethiopia-Reference-Cited by-同舟云学术

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University teachers’ underlying assumptions about assessment in English as a foreign language context in Ethiopia

Published:2024-04-05 Issue:1 Volume:11 Page:
ISSN:2331-186X
Container-title:Cogent Education
language:en
Short-container-title:Cogent Education

Author:

Endale Dagim¹,Tadesse Adinew²,Admasu Abera²,Getachew Alemayehu²

Affiliation:

1. English Language and Literature Department, Institute of Languages Study and Journalism, Wallaga University, Nekemte, Ethiopia

2. English Language and Literature department, College of Social Sciences and Humanities, Haramaya University, Haramaya, Ethiopia

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/2331186X.2024.2335748

Reference56 articles.

1. Assessment competence and practices including digital assessment literacy of postsecondary English language teachers in Oman

2. Alderson, J. C. (2005). Diagnosing foreign language proficiency. The interface between learning and assessment. Continuum.

3. Why Talk About Different Ways to Grade? The Shift from Traditional Assessment to Alternative Assessment

4. Atkin H. (2017). Investigating service user and staff assumptions about neurological rehabilitation practice their influence on inclusion and examining conditions for change [Doctoral Dissertation]. Northumbria University.

5. Barnes, N., Fives, H., & Dacey, C. M. (2014). Teachers’ beliefs about assessment. In H. Fives & M. G. Gill (Eds.), International handbook of research on teachers’ beliefs (pp. 296–312). Routledge.

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