When inquiry is seen as resistance to change: expert teachers’ experiences with the implementation of portfolio-based language assessment (PBLA)-Reference-Cited by-同舟云学术

When inquiry is seen as resistance to change: expert teachers’ experiences with the implementation of portfolio-based language assessment (PBLA)

Published:2020-01-02 Issue:1 Volume:17 Page:42-63
ISSN:1542-7587
Container-title:Critical Inquiry in Language Studies
language:en
Short-container-title:Critical Inquiry in Language Studies

Author:

Desyatova Yuliya¹

Affiliation:

1. Ontario Institute for Studies in Education, University of Toronto, Toronto, Canada

Publisher

Informa UK Limited

Subject

Linguistics and Language,Education,Language and Linguistics

Link

https://www.tandfonline.com/doi/pdf/10.1080/15427587.2020.1713788

Reference77 articles.

1. Abbott, M. L. (2019). Developing an interpretive argument to guide the use of portfolio-based language assessment in beginning adult English language literacy classes. Pathways to Prosperity Project. Retrieved from http://p2pcanada.ca/wp-content/blogs.dir/1/files/2019/07/Portfolio-based-Language-Assessment-in-Beginning-Adult-English-Language-Literacy-Classes.pdf

2. Differences in Language Proficiency and Learning Strategies Among Immigrant Women to Canada

3. Teachers’ Reinterpretations of Critical Literacy Policy: Prioritizing Praxis

4. Assessment Reform Group. (1999). Assessment for learning: Beyond the black box. Cambridge, UK: University of Cambridge, School of Education.

5. Assessment and learning: fields apart?

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