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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 26 1 ‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it Pitt, Edd; Norton, Lin. - : Taylor & Francis (Routledge), 2016 BASE Show details 2 Making and shaping the first Nishkam Nursery: a linguistic ethnographic study of a British Sikh project for childhood Sagoo, Gopinder Kaur. - 2016 BASE Show details 3 Moving beyond perceptually focused word learning strategies Snape, Simon Oliver. - 2016 BASE Show details 4 Followership among secondary school teachers Francis, Andrew Frank. - 2016 BASE Show details 5 The teaching of reading English in a foreign language in Libyan universities: methods and models Abosnan, Salem Hamed. - 2016 BASE Show details 6 Towards an understanding of Pakistani undergraduates’ current attitudes towards learning and speaking English Soomro, Niaz H.. - 2016 BASE Show details 7 Difficulties Encountered by Libyan University Students of English as a Foreign Language in the Use of Lexical Collocations Dukali, Aisha Ali. - 2016 BASE Show details 8 Three ways to stop students using ghost writers Analoui, Bejan David. - 2016 BASE Show details 9 Are Graded Lesson Observations the "Elephant" in Our Classrooms? An Exploration into the Views of In-Service Teacher Trainees on Lesson Observations Brockway, Dominic Stephen. - : University of Huddersfield, 2016 BASE Show details 10 The Impact of Primary Teachers' Pedagogical Knowledge and Autonomy on the Teaching of Early Reading Naveed, Maryam. - 2016 BASE Show details 11 Defining Criterial Approaches at C1: an approach Sheehan, Susan. - 2016 BASE Show details 12 On Demand: Exploring the Potential of Electronic Feedback on Assessment Performance Snowden, Michael; Daley-Yates, Sue; Halsall, Jamie P.. - : Academic Research Publishing Group, 2016 BASE Show details 13 Evaluating the use of lecture capture using a revealed preference approach Elliott, Caroline; Neal, David. - : Sage, 2016 BASE Show details 14 What to test at C1? Sheehan, Susan. - 2016 BASE Show details 15 Singing from the same hymn sheet? What language assessment literacy means to teachers Sheehan, Susan; Berry, Vivien; Munro, Sonia. - 2016 Abstract: This proposal focuses on a project which investigated language assessment literacy practices in the classroom. The project sought to bring teachers more directly into the assessment literacy debate and provide them with training materials which meet their stated needs. With the exception of a single case study following three Chinese University teachers (Xu 2015), no teachers have been asked directly about their attitudes to assessment or their specific training needs Exploring teachers’ current levels of assessment literacy may help teacher educators to better understand the factors which promote or prevent effective assessment, and thus contribute to more targeted teacher education. However, an investigation into what is happening in classes may be of little value without exploring why it is happening. Teachers’ attitudes and beliefs are frequently cited as exerting a powerful role in shaping their decisions, judgments and behaviour (see for example: Borg, 2006; Kagan, 1992). The first part of the project was based on interviews and observation. The interviews drew on Davies’ (2008) categories of testing knowledge. He defines these as skills, knowledge and principles. The interviews asked teachers to estimate their understanding of components of the assessment process and asked them to indicate how much they would like to learn about an individual component. Observations were conducted which focussed on teacher assessment practices. Post-observation interviews were conducted with the teachers. The observations and interviews were conducted at the international study centre of a British university. Focus group discussions were held at two teaching centres attached to a major international organisation overseas. These served to confirm the earlier findings. The project culminated in the creation of a set of on-line training materials. The presentation will describe the project, its findings and conclude with a discussion of the training materials. Keyword: L Education (General) URL: http://eprints.hud.ac.uk/id/eprint/29460/1/Lancaster%20presentation%20final.pdf http://eprints.hud.ac.uk/id/eprint/29460/ BASE Hide details 16 A corpus-based study of academic-collocation use and patterns in postgraduate Computer Science students’ writing Farooqui, Afnan Saleh. - 2016 BASE Show details 17 A computer-aided error analysis of Saudi students’ written English and an evaluation of the efficacy of using the data- driven learning approach to teach collocations and lexical phrases Alhujaylan, Hailah. - 2016 BASE Show details 18 New Directions in Language Learning Psychology Gkonou, C; Tatzl, D; Mercer, S. - : Springer, 2016 BASE Show details 19 Correlations between learning styles and perceptions of Collaborative Learning in Higher Education Rutherford, Stephen M; Limorenko, Galina; Shore, Andrew. - 2016 BASE Show details 20 Creativity and Conflict: Student responses to WW1 then and now Kidd, Jenny; Jewell, John. - 2016 BASE Show details Page: 1 2

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