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Record Nr. |
UNINA9911022162203321 |
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Autore |
Yan Qiaozhen |
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Titolo |
Classroom-based Assessment of Young Learners of English as a Foreign Language : Teachers’ Conceptions and Practices in the Chinese Context / / by Qiaozhen Yan, Lawrence Jun Zhang |
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Pubbl/distr/stampa |
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Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2025 |
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ISBN |
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Edizione |
[1st ed. 2025.] |
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Descrizione fisica |
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1 online resource (283 pages) |
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Collana |
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English Language Education, , 2213-6975 ; ; 38 |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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Language and languages - Study and teaching |
Educational tests and measurements |
Education |
Children |
Language Education |
Assessment and Testing |
Childhood Education |
Ensenyament de llengües estrangeres |
Adaptacions curriculars |
Pràctiques pedagògiques |
Avaluació educativa |
Anglès |
Llibres electrònics |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di contenuto |
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Introduction -- Understanding Classroom based Assessment -- Language Teachers Conceptions of Classroom-based Assessment -- Methodology -- Teachers Conceptipons and Practices of CBA Insights from the Survey Study -- Teachers CBA Practices at Natural Classroom Settings and Underlying Rationales Insights from the Survey Study -- Discussion -- Summary, Implications, Limitations and Recommendations -- Appendixes. |
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Sommario/riassunto |
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This book investigates conceptions and practices of teachers of young learners of English as a foreign language (EFL) regarding classroom- |
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based assessment (CBA) in the Chinese context. Specifically, it sets out to examine teachers’ conceptions about the purposes and processes of classroom-based assessment, the effects of teacher attributes (teaching experience, and previous education in assessment) and work environments (school type and grade level) on their conceptions, CBA practices, and the relationship between these conceptions and practices regarding CBA. Utilising a mixed-methods research approach, this book serves as an insightful research resource, contributing significantly to the field of L2 education and assessment, both within the context of Chinese young EFL learner classrooms and on a global scale. It depicts a comprehensive picture of CBA for young EFL learners from the perspective of teachers, providing a valuable resource for policymakers, teacher educators, and alike. . |
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