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dc.contributor.authorBurner, Tony
dc.date.accessioned2020-01-17T08:37:15Z
dc.date.available2020-01-17T08:37:15Z
dc.date.created2018-04-28T12:44:59Z
dc.date.issued2019
dc.identifier.citationEnglish didactics in Norway - 30 years of doctoral research. Chapter 4, 78-97.nb_NO
dc.identifier.isbn978-82-15-03074-6
dc.identifier.urihttp://hdl.handle.net/11250/2636761
dc.descriptionThis work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0).nb_NO
dc.description.abstractThis chapter reports from a doctoral study (Burner, 2016a) that explored teacher and student perceptions and practices of formative assessment (FA) in English writing classes. Four English teachers and their students (N=100) took part in the study. The assessment situation was analyzed using mixed methods before a plan for intervention cycles was made continuously throughout a school year. The main results, their implications for teaching English in Norway, and further research will be discussed in this chapter.nb_NO
dc.language.isoengnb_NO
dc.relation.ispartofEnglish didactics in Norway - 30 years of doctoral research
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.no*
dc.titlePhD revisited: Formative assessment of writing in English: A school- based study of perceptions, practices and transformationsnb_NO
dc.typeChapternb_NO
dc.description.versionpublishedVersionnb_NO
dc.source.pagenumber78-97nb_NO
dc.identifier.doi10.18261/978-82-15-03074-6-2019-05
dc.identifier.cristin1582287
cristin.unitcode222,59,2,0
cristin.unitnameInstitutt for språk og litteratur
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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