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1 |
Applying the L3 assessment framework to identify knowledge gaps on the impact of classroom activities and listening on children’s learning and wellbeing
Enthalten in Discover education Bd. 3, 18.12.2024, Nr. 1, date:12.2024: 1-25
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2 |
Formative Use of Assessment to Foster Self-Regulated Learning: the Alignment of Teachers’ Conceptions and Classroom Assessment Practices
Enthalten in Journal of formative design in learning Bd. 7, 9.11.2023, Nr. 2, date:12.2023: 195-207
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3 |
Interventionist vs. interactionist models of dynamic assessment (DA) in the EFL classroom: impacts on speaking accuracy and fluency (SAF), foreign language classroom anxiety (FLCA), and foreign language learning motivation (FLLM)
Enthalten in Language testing in Asia Bd. 12, 1.10.2022, Nr. 1, date:12.2022: 1-21
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4 |
Learning-oriented assessment in the classroom: the contribution of self-assessment and critical thinking to EFL learners’ academic engagement and self-esteem
Enthalten in Language testing in Asia Bd. 12, 22.12.2022, Nr. 1, date:12.2022: 1-21
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5 |
Peer assessment in group-oriented classroom contexts: on the effectiveness of peer assessment coupled with scaffolding and group work on speaking skills and vocabulary learning
Enthalten in Language testing in Asia Bd. 12, 23.12.2022, Nr. 1, date:12.2022: 1-23
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6 |
Tapping the alphabets of learning-oriented assessment: self-assessment, classroom climate, mindsets, trait emotional intelligence, and academic engagement are in focus
Enthalten in Language testing in Asia Bd. 14, 13.6.2024, Nr. 1, date:12.2024: 1-30
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7 |
The interplay among self-assessment, using reflection for assessment, classroom enjoyment, and immunity: into prospects of effective language learning
Enthalten in Language testing in Asia Bd. 13, 5.1.2023, Nr. 1, date:12.2023: 1-20
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Administration
