Linking Learners’ Perspectives on Language Assessment Practices to Teachers’ Assessment Literacy Enhancement (TALE): Insights from Four European Countries-Reference-Cited by-同舟云学术

Linking Learners’ Perspectives on Language Assessment Practices to Teachers’ Assessment Literacy Enhancement (TALE): Insights from Four European Countries

Published:2020-06-16 Issue:4 Volume:17 Page:410-433
ISSN:1543-4303
Container-title:Language Assessment Quarterly
language:en
Short-container-title:Language Assessment Quarterly

Author:

Vogt Karin¹,Tsagari Dina²,Csépes Ildikó³,Green Anthony⁴,Sifakis Nicos⁵

Affiliation:

1. University of Education, Heidelberg, Germany

2. Oslo Metropolitan University, Oslo, Norway

3. University of Debrecen, Debrecen, Hungary

4. Centre for Research in English Language Learning and Assessment (CRELLA), University of Bedfordshire UK

5. National & Kapodistrian University of Athens, Greece

Funder

European Lifelong Learning Programmes

Publisher

Informa UK Limited

Subject

Linguistics and Language,Language and Linguistics

Link

https://www.tandfonline.com/doi/pdf/10.1080/15434303.2020.1776714

Reference92 articles.

1. Standards for Teacher Competence in Educational Assessment of Students

2. Teachers’ Assessment Literacy and Its Correlation with IELTS Students’ Achievement in Writing Skill

3. The development of EFL examinations in Haiti: Collaboration and language assessment literacy development

4. What does language assessment literacy mean to teachers?

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