FINDINGS IN ADAPTATION OF FORMATIVE ASSESSMENT TO ONLINE EDUCATION IN EFL CLASSES: SECONDARY SCHOOL TEACHERS’ EXPERIENCE
| dc.contributor.author | G. Mussina | |
| dc.contributor.author | Kh. Delovarova | |
| dc.date.accessioned | 2024-01-17T05:08:35Z | |
| dc.date.available | 2024-01-17T05:08:35Z | |
| dc.date.issued | 2022 | |
| dc.description.abstract | Abstract Prior to the COVID-19 crisis, all modalities of learning assessment had been strongly dependent on students' physical presence – either for administration or for observing the learners' daily progress. Current school closures necessitate development of alternative approaches to delivering the critical feedback function of learning assessment. While all types of assessment of student learning are important, the need for formative assessment right now is particularly critical because learning needs to take place outside of the physical classroom, and teachers and parents-turned-teachers need to understand whether students are absorbing the content that is delivered to them in formats that differ from business-as-usual. | |
| dc.identifier.citation | G. Mussina / FINDINGS IN ADAPTATION OF FORMATIVE ASSESSMENT TO ONLINE EDUCATION IN EFL CLASSES: SECONDARY SCHOOL TEACHERS’ EXPERIENCE / 2022 International Young Scholars' Conference | |
| dc.identifier.uri | https://repository.sdu.edu.kz/handle/123456789/1130 | |
| dc.language.iso | other | |
| dc.publisher | 2022 International Young Scholars' Conference | |
| dc.subject | formative assessment | |
| dc.subject | EFL teachers | |
| dc.subject | secondary school | |
| dc.subject | COVID-19 | |
| dc.subject | 2022 International Young Scholars' Conference | |
| dc.subject | №11 | |
| dc.title | FINDINGS IN ADAPTATION OF FORMATIVE ASSESSMENT TO ONLINE EDUCATION IN EFL CLASSES: SECONDARY SCHOOL TEACHERS’ EXPERIENCE | |
| dc.type | Other |