The role of language on assessment outcomes: an analysis of questions in English classrooms
Keywords:
evaluation, formative assessment, summative assessment, EFL education, instructional enhancement, conceptualizationsAbstract
The following paper researches that the general practices associated with
formative assessment can simplify learning, prevailing definitions acknowledge such a
vast variety of operations that effects should be anticipated to vary widely from one
implementation and student population to the next. In addition, the extent of commonly
made quantitative claims for effectiveness is suspect, deriving from imperceptible,
imperfect, old, or unpublished sources. To comprehend extreme advantage from formative
assessment, new development should focus on conceptualizing well‐specified approaches
built around process and methodology engrained within specific content domains. Those
conceptualizations should incorporate fundamental quantity values that encourage teachers
and students to distinguish the inferential nature of assessment.
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