Linking Learning and Assessment in Classroom Practice
DOI:
https://doi.org/10.18485/bells.2009.1.7Abstract
In the language classroom, assessment has long been used to describe and verify students’ developing language proficiency. More recently, research has suggested that assessment used to promote learning can have a positive impact on student achievement. This paper explores the theoretical foundation for this claim and its implications for classroom practice. It describes how assessment linked to learning can provide insight into the development of language skills and transform the roles of teachers and students. It concludes with examples drawn from the English Department at the University of Belgrade that illustrate how assessment can be integrated with instruction.
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