This volume provides a detailed account of the practical use of
Assessment for Learning (AfL) in primary language classrooms. It
gives an in-depth account of the ways in which eight experienced
primary language teachers incorporated this type of assessment into
their practice and discusses the possible impact of AfL on primary
language learning. Key themes discussed in the volume include the
relationship between AfL and language learning in childhood, which
assessment methods are appropriate for primary-aged language
learners, which methods support learner agency and engagement in
the learning processes, and possible paths for future action, with
a focus on implementation and researching AfL in primary language
contexts. The findings of this book are relevant to global contexts
and it will be of interest to postgraduate students and researchers
in the fields of language education, language assessment and
teacher education, as well as to primary and language teachers and
school leaders.
General
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