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Examining Spontaneous Assessments Mediated through Peer-to-Peer Interaction in an ESL Classroom: A Learning-Oriented Assessment (LOA) Approach
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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| 3 |
Examining Spontaneous Assessments Mediated through Peer-to-Peer Interaction in an ESL Classroom: A Learning-Oriented Assessment (LOA) Approach
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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| 4 |
Creativity and arts-based expression: Building resilience in the pandemic and beyond
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| 5 |
Secondary EFL Teachers’ Views Towards the Implementation of Peer Assessment: Between Opportunities and Challenges
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In: ELT Worldwide: Journal of English Language Teaching, Vol 8, Iss 2, Pp 352-364 (2021) (2021)
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| 6 |
Peer assessment and young English language learners ; A avaliação por pares com crianças aprendizes de língua inglesa
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In: Revista Horizontes de Linguistica Aplicada; Vol. 20 No. 2 (2021): Fluxo contínuo; AG3 ; Revista Horizontes de Linguistica Aplicada; v. 20 n. 2 (2021): Fluxo contínuo; AG3 ; 2237-0951 ; 1677-9770 ; 10.26512/rhla.v20i2 (2021)
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| 7 |
Students as partners in assessment (SaPiA): a literature scoping review
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In: Ní Bheoláin, Ruth orcid:0000-0001-6334-7501 , Lowney, Rob orcid:0000-0002-8866-4367 and O'Riordan, Fiona orcid:0000-0002-0139-5169 (2020) Students as partners in assessment (SaPiA): a literature scoping review. Other. National Institute for Digital Learning, Dublin City University. ISBN 978-1-911669-17-3 (2020)
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| 8 |
Self and Peer Assessment in K–12 Chinese Language Classrooms: Teachers’ Perceptions and Implementation
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| 9 |
Developing a peer supported feedback model that enhances oral proficiency in French
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In: Journal of University Teaching & Learning Practice (2020)
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| 10 |
Trying Self- and Peer-assessment with Intermediate Spanish Students of English
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In: Applied Linguistics Research Journal, Vol 4, Iss 2, Pp 40-53 (2020) (2020)
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| 11 |
Assessment and Feedback for Large Classes in Transnational Engineering Education: Student–Staff Partnership-Based Innovative Approach
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In: Education Sciences ; Volume 9 ; Issue 3 (2019)
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Formative Asynchonous Feedback For Faculty: A Case Study
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In: SoTL Commons Conference (2019)
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| 13 |
Interactional competence with and without extended planning time in a group oral assessment
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| 14 |
НЕЙРО-НЕЧІТКА МОДЕЛЬ БАГАТОКРИТЕРІАЛЬНОГО ОЦІНЮВАННЯ ; NEURO-FUZZY MULTICRITERIA ASSESSMENT MODEL ; НЕЙРО-НЕЧЕТКАЯ МОДЕЛЬ МНОГОКРИТЕРИАЛЬНОГО ОЦЕНИВАНИЯ
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In: Radio Electronics, Computer Science, Control; № 4 (2019): Radio Electronics, Computer Science, Control; 83 - 91 ; Радиоэлектроника, информатика, управление; № 4 (2019): Радиоэлектроника, информатика, управление; 83 - 91 ; Радіоелектроніка, iнформатика, управління; № 4 (2019): Радіоелектроніка, інформатика, управління; 83 - 91 ; 2313-688X ; 1607-3274 (2019)
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| 15 |
Rethinking formative assessment through peer observation and reflection: A case study of Pakistani ESL lecturers’ cognition and practices
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| 16 |
Three Approaches to Focusing Peer Feedback
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In: International Journal for the Scholarship of Teaching and Learning (2018)
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| 17 |
Optimization through standardization: Investigating the efficacy of online peer review training for university ESL students
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| 18 |
Promoting students’ intonation learning through self- and peer-assessments ...
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| 19 |
Participating in a shared cognitive space: An exploration of working collaboratively and longer-term performance of a complex grammatical structure
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Scotland, James. - : University of Exeter, 2017. : The University of Exeter Graduate School of Education, 2017
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| 20 |
Formative assessment to develop oral communication competency using YouTube: self- and peer assessment in engineering
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In: Faculty of Engineering and Information Sciences - Papers: Part A (2017)
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