Understanding EFL teachers’ formative assessment literacy: insights from a mixed-methods study
Abstract Despite the growing recognition of formative assessment (FA) as a crucial link between teaching and learning (Wiliam, 2017), there remains a gap in understanding how factors such as age and teaching experience influence the formative assessment literacy (FAL) of English as a foreign languag...
Saved in:
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
SpringerOpen
2025-04-01
|
| Series: | Language Testing in Asia |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40468-025-00363-y |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
Be the first to leave a comment!