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- W3217502765 abstract "The study employed a descriptive mixed-methods qualitative case study approach. Material and interview-based data were collected from two EFL classes in a private international school in central China. Findings from RQ1 suggest that teacher-made summative tests were largely dependable to the extent that the tests reflect the syllabus-based construct and address students’ affective factors. Findings from RQ2 suggest that facilitating factors including in-school continuous professional development (CPD) and teacher collegiality practices may enhance FUST’s prospective role." @default.
- W3217502765 created "2021-12-06" @default.
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- W3217502765 date "2021-11-25" @default.
- W3217502765 modified "2023-10-06" @default.
- W3217502765 title "Building a Sustainable Learning Cycle: The Role of ‘the Formative Use of Summative Tests’ (FUST) in Promoting Students’ Developments" @default.
- W3217502765 doi "https://doi.org/10.30564/ret.v4i4.3370" @default.
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