Assessment polarity or praxis parity? Uncovering the learning-oriented assessment (LOA) landscape of novice and experienced Iranian EFL teachers

Abstract Although learning-oriented assessment (LOA) has been recognized as an effective method of assessment, the literature on this concept in relation to teacher professionalism is limited. In response to this gap, the present study explored 16 Iranian novice and experienced EFL teachers’ beliefs...

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Detalhes bibliográficos

Principais autores:	Masoomeh Estaji, Maryam Kogani
Formato:	Artigo
Idioma:	Inglês
Publicado em:	SpringerOpen 2024-08-01
Colecção:	Language Testing in Asia
Assuntos:	Experienced teachers Learning-oriented assessment Novice teachers Teacher beliefs Teacher practices Teaching experience
Acesso em linha:	https://doi.org/10.1186/s40468-024-00310-3
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