University teachers’ underlying assumptions about assessment in English as a foreign language context in Ethiopia

AbstractThis study investigated EFL teachers’ underlying assumptions about assessment and how these assumptions are congruent with current perspectives in assessment. Informed by interpretivist philosophical underpinnings, the study adopted qualitative research approach. Nine teachers from three uni...

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Xehetasun bibliografikoak

Egile Nagusiak:	Dagim Endale, Adinew Tadesse, Abera Admasu, Alemayehu Getachew
Formatua:	Artigo
Hizkuntza:	Inglês
Argitaratua:	Taylor & Francis Group 2024-12-01
Saila:	Cogent Education
Gaiak:	assessment assumptions EFL teachers’ assumptions about assessment traditional and alternative assessment university teachers Timo Ehmke, Department of Education, Leuphana University of Lüneburg: Leuphana Universitat Luneburg, Germany
Sarrera elektronikoa:	https://www.tandfonline.com/doi/10.1080/2331186X.2024.2335748
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