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ERIC Number: EJ1115796
Record Type: Journal
Publication Date: 2016
Pages: 23
Abstractor: As Provided
ISSN: ISSN-0031-3831
Formative Assessment of Writing in English as a Foreign Language
Burner, Tony
Scandinavian Journal of Educational Research, v60 n6 p626-648 2016
Recognizing the importance of formative assessment, this mixed-methods study investigates how four teachers and 100 students respond to the new emphasis on formative assessment in English as a foreign language (EFL) writing classes in Norway. While previous studies have examined formative assessment in oral classroom interactions and focused on either studying students or teachers, little research has been conducted on formative assessment of writing where both students and teachers are studied. As such, this study provides new insight. The findings mostly indicate that contradictions are prevalent amongst teachers' and students' perceptions of formative assessment of writing. The contradictions revolve around feedback, grades, text revision, self-assessment, and student involvement. The identified contradictions suggest the need for developing a mutual understanding of formative assessment in order to make it useful and meaningful.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Grade 8; Junior High Schools; Middle Schools; Elementary Education; Secondary Education; Grade 9; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway
Grant or Contract Numbers: N/A