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Developing a Technology-Based Classroom Assessment of Academic Reading Skills for English Language Learners and Teachers: Validity Evidence for Formative Use
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In: Languages; Volume 7; Issue 2; Pages: 71 (2022)
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Discourse in Inquiry Science Classrooms, DiISC Version 2.0 (User’s manual for an observation research instrument)
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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The Use of an Elicited Imitation Test to Measure Global Oral Proficiency of L2 Chinese at the Postsecondary Classroom
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In: Chinese Language Teaching Methodology and Technology (2021)
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Implementing the flipped classroom model in teaching a translation module in Vietnam
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In: Translation and Interpreting : the International Journal of Translation and Interpreting Research, Vol 13 , Iss 2 (2021) (2021)
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The use of computer-adaptive formative assessment: Australian English language teacher perceptions ...
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Self and Peer Assessment in K–12 Chinese Language Classrooms: Teachers’ Perceptions and Implementation
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The use of computer-adaptive formative assessment: Australian English language teacher perceptions
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Formative assessment: A systematic review of critical teacher prerequisites for classroom practice
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The influence of task on EAL learner oral language assessment
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Defining, Conceptualizing, Problematizing, and Assessing Language Teacher Assessment Literacy
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In: Studies in Applied Linguistics & TESOL, Vol 18, Iss 1 (2019) (2019)
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Competence of EFL Junior High School Teachers in Implementing Classroom assessment in Merauke Distict, Papua
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In: IJOTL-TL (Indonesian Journal of Language Teaching and Linguistics), Vol 4, Iss 2, Pp 65-80 (2019) (2019)
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Teacher-student collaborative assessment (TSCA) in integrated language classrooms
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In: Indonesian Journal of Applied Linguistics, Vol 8, Iss 2, Pp 369-379 (2018) (2018)
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CEFR-aligned school-based assessment in the Malaysian primary ESL classroom
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In: Indonesian Journal of Applied Linguistics, Vol 8, Iss 2, Pp 452-463 (2018) (2018)
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VALIDATING THE CANADIAN ACADEMIC ENGLISH LANGUAGE ASSESSMENT FOR DIAGNOSTIC PURPOSES FROM THREE PERSPECTIVES: SCORING, TEACHING, AND LEARNING
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and self assessment in massive online classes
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In: http://www.cogsci.ucsd.edu/%7Emboyle/COGS1/readings/Klemmer-COGS1-Peer+and+self+assesment+in+massive+online+classes.pdf (2013)
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Validating the Canadian Academic English Language Assessment for Diagnostic Purposes From Three Perspectives: Scoring, Teaching, and Learning
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Efficient and Effective Classroom Phonological Awareness Practices to Improve Reading Achievement ...
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Efficient and Effective Classroom Phonological Awareness Practices to Improve Reading Achievement
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The Nature of Feedback Provided to Elementary Students in Classrooms where Grading and Reporting are Standards-Based
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In: Educational Policy Studies Dissertations (2009)
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