dc.contributor.author | Burner, Tony | |
dc.date.accessioned | 2020-01-17T08:37:15Z | |
dc.date.available | 2020-01-17T08:37:15Z | |
dc.date.created | 2018-04-28T12:44:59Z | |
dc.date.issued | 2019 | |
dc.identifier.citation | English didactics in Norway - 30 years of doctoral research. Chapter 4, 78-97. | nb_NO |
dc.identifier.isbn | 978-82-15-03074-6 | |
dc.identifier.uri | http://hdl.handle.net/11250/2636761 | |
dc.description | This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0). | nb_NO |
dc.description.abstract | This 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.iso | eng | nb_NO |
dc.relation.ispartof | English didactics in Norway - 30 years of doctoral research | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/deed.no | * |
dc.title | PhD revisited: Formative assessment of writing in English: A school- based study of perceptions, practices and transformations | nb_NO |
dc.type | Chapter | nb_NO |
dc.description.version | publishedVersion | nb_NO |
dc.source.pagenumber | 78-97 | nb_NO |
dc.identifier.doi | 10.18261/978-82-15-03074-6-2019-05 | |
dc.identifier.cristin | 1582287 | |
cristin.unitcode | 222,59,2,0 | |
cristin.unitname | Institutt for språk og litteratur | |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 1 | |