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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| Autors principals: | , |
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| Format: | Artigo |
| Idioma: | Inglês |
| Publicat: |
SpringerOpen
2024-08-01
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| Col·lecció: | Language Testing in Asia |
| Matèries: | |
| Accés en línia: | https://doi.org/10.1186/s40468-024-00310-3 |
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