PhD revisited: Formative assessment of writing in English: A school- based study of perceptions, practices and transformations
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Original versionEnglish didactics in Norway - 30 years of doctoral research. Chapter 4, 78-97. 10.18261/978-82-15-03074-6-2019-05
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.
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0).