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Teachers of Color's Perception on Identity and Academic Success: A Reflective Narrative
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In: All Antioch University Dissertations & Theses (2021)
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| 2 |
An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data
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In: Dissertations (2021)
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| 3 |
Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language
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In: Research outputs 2014 to 2021 (2021)
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| 4 |
Digital representation for assessment of spoken EFL at university level: A case study in Vietnam
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Vu, Thi Bich Hiep. - : Edith Cowan University, Research Online, Perth, Western Australia, 2021
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In: Theses: Doctorates and Masters (2021)
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| 5 |
Latino Family Engagement in a Network of Catholic Bilingual Schools
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In: Journal of Catholic Education (2021)
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| 6 |
Adapting A Language Assessment Tool For Palestinian Children Between The Ages Of 48-59 Months
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In: English Language Institute (2021)
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| 7 |
Standardized Test and the Covid-19 Pandemic: A Phenomenological Multi-Site Case Study of Singapore and Southern Nevada within a Culturally Responsive Evaluation Framework
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2021)
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| 8 |
"The Lady from North Carolina": The Perils and Limitations of External Expertise
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2021)
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| 9 |
No.8, July 2020: Examining English Learners’ College Readiness and Postsecondary Enrollment in California
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In: Education and Policy Briefs (2020)
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| 10 |
The Use of Reading Strategies in Second Language Adult Learners
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In: Electronic Thesis and Dissertation Repository (2020)
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| 11 |
Seeing Formative Assessments from a Broad Perspective
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In: The Nebraska Educator: A Student-Led Journal (2020)
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Abstract:
October 2020 | 194 Seeing Formative Assessments from a Broad Perspective Consuelo M. Gallardo Department of Teaching, Learning, and Teacher Education University of Nebraska-Lincoln Abstract Despite the fact that many experts in the assessment field have advocated for the use of formative assessments, little attention has been paid to their thorough elaboration and application in Ecuadorian English as Foreign Language (EFL) classrooms. Some teachers have overlooked the validity of formative assessment as tools to inform instruction and language learning growth, so its application has generated a big debate. Therefore, this paper presents a literature review of perceptions and experiences of diverse scholars and practitioners who have analyzed the validity of formative assessments and conducted studies in EFL classrooms. It starts by providing information related to the characteristics and purposes of formative assessments. It also describes their application and impact on teaching and learning. It highlights how formative assessments can invite students to take learning ownership and provide immediate feedback to improve language development. Subsequently, it shows the advantages and challenges of formative assessments, which include peer reviews, peer assessments, self-assessments, and portfolios. Additionally, it points out the effects of formative assessments to check students’ language proficiency growth and teacher awareness. Finally, it discusses a summary of encouraging and challenging literature review findings, future research questions, and a call for action. This literature review invites EFL teachers to see formative assessments from a broad perspective increase their awareness and reflect on their further applicability.
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Keyword:
and Multicultural Education; Bilingual; Education; English language skills; feedback; formative assessment; Multilingual; Teacher Education and Professional Development; teaching
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URL: https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1076&context=nebeducator
https://digitalcommons.unl.edu/nebeducator/47
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| 12 |
Bilingual Acculturation Assessment: An Overview of Current Developments
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In: The Nebraska Educator: A Student-Led Journal (2020)
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| 13 |
Implementing College- and Career-Readiness Standards for English Learners (ELs): Challenges, Insights, and Innovations
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In: C-SAIL Publications (2020)
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| 14 |
Interpreting and Dyslexia, How to Cope
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In: Master's of Arts in Interpreting Studies (MAIS) Action Research (2020)
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| 15 |
Developing and Validating Stealth Assessments for an Educational Game to Assess Young Dual Language Immersion Learners' Reading Comprehension
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In: All Graduate Theses and Dissertations (2020)
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| 16 |
No.7, March 2019: Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion
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In: Education and Policy Briefs (2019)
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| 17 |
Advances in Global Education and Research: Volume 3
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In: University of South Florida-- M3 Center Publishing (2019)
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| 18 |
Creating Sustainable Support Systems for the Cultural Integration of International Students at a Medium Size Ontario University
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In: The Organizational Improvement Plan at Western University (2019)
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| 19 |
The Impact of Depression and Anxiety on the Academic Achievement of Foster Youth
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In: Ed.D. Dissertations in Leadership for Educational Justice (2019)
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| 20 |
The Effect of Two-Way Immersion on Students' Attitudes Toward Education, Other Cultures, and Self-Esteem
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In: Doctoral Dissertations and Projects (2018)
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