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dc.contributor.authorBøhn, Henrik
dc.contributor.authorTsagari, Dina
dc.coverage.spatialNorwayen_US
dc.date.accessioned2021-08-23T08:24:09Z
dc.date.available2021-08-23T08:24:09Z
dc.date.created2021-02-22T18:16:51Z
dc.date.issued2021-03-01
dc.identifier.citationJournal of Language Teaching and Research (JLTR). 2021, 12 (2), 222-233.en_US
dc.identifier.issn1798-4769
dc.identifier.urihttps://hdl.handle.net/11250/2770676
dc.description.abstractIn order to gain a deeper understanding of what language assessment literacy (LAL) is and how it can be developed, it is relevant to investigate it from the point of view of different stakeholders (Harding & Kremmel, 2016). As for teacher LAL, this phenomenon has largely been studied from the teachers’ own perspectives, leaving other stakeholders’ understanding of the construct underresearched. The current study used an exploratory, qualitative research design to investigate teacher educators’ conceptions of teacher LAL in the Norwegian educational context. Teacher educators are an influential stakeholder group in education, whose knowledge of teaching and assessment can inform our understanding of teacher LAL in important ways. Taking Taylor’s (2013) LAL model as a starting point, this study explored five English teacher educators’ general understanding of teacher LAL, as well as the relevance of the components of Taylor’s model in particular. The study provides important empirical evidence of how teacher LAL may be understood and how Taylor’s model can be further developed.en_US
dc.language.isoengen_US
dc.publisherAcademy Publicationen_US
dc.relation.ispartofseriesJournal of Language Teaching and Research;Vol. 12 No. 2 (2021)
dc.subjectAssessment literacyen_US
dc.subjectLanguage assessment literacyen_US
dc.subjectFormative assessmentsen_US
dc.titleTeacher Educators’ Conceptions of Language Assessment Literacy in Norwayen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2021 ACADEMY PUBLICATIONen_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.doihttp://dx.doi.org/10.17507/jltr.1202.02
dc.identifier.cristin1892533
dc.source.journalJournal of Language Teaching and Research (JLTR)en_US
dc.source.volume12en_US
dc.source.issue2en_US
dc.source.pagenumber222-233en_US


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