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Call for Feedback: Proposed Changes to How ERIC Indicates Peer Review
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ERIC Number: EJ830224
Record Type: Journal
Publication Date: 2006
Pages: 6
Abstractor: As Provided
Reference Count: 9
ISSN: ISSN-0957-1736
Formative Assessment and the Learning and Teaching of MFL: Sharing the Language Learning Road Map with the Learners
Black, Paul; Jones, Jane
Language Learning Journal, v34 n1 p4-9 Win 2006
Whilst formative assessment is now well established as a valuable practice in improving the involvement and attainment of pupils, its specific implementation in particular school subjects has received little attention. This paper sets out to discuss the development of formative assessment practices in the learning of languages. A general introduction to the recent development of formative assessment is followed by a brief summary of the current context of foreign language teaching. The main elements of formative practice are then discussed in detail, with examples of the application, in language teaching, of feedback in dialogue and on written work, and of the development of peer- and self-assessment. A closing section gives brief guidance on ways to support teachers in making the changes that are needed, emphasising that the development and dissemination of these practices is a challenging task.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: United Kingdom