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• W4289517967 abstract "This study investigates the perceptions of teachers and students toward formative assessment (FA) in higher education settings. The researchers developed a four-construct perception scale, namely self-assessment, interactive formal assessment, in-class diagnostic assessment, and subjective assessment. Data were collected from 216 participants—91 teachers and 125 students. The findings demonstrated that both teachers and students have identically perceived interactive and in-class diagnostic assessments. Nonetheless, they distinctively perceived self-assessment and subject performance assessment demonstrating a significant difference. The students reported self-assessment greater than the teachers, whereas they perceived the subject-performance assessment lower compared to the teachers. The findings suggest that English as a foreign language (EFL) or English as a second language (ESL) learners benefit from formative assessment if teachers evaluate students’ progress based on their own development rather than being evaluated in comparison to other students’ development." @default.
• W4289517967 created "2022-08-03" @default.
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• W4289517967 date "2022-08-02" @default.
• W4289517967 modified "2023-10-18" @default.
• W4289517967 title "Afghan English teachers’ and students’ perceptions of formative assessment: A comparative analysis" @default.
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• W4289517967 doi "https://doi.org/10.1080/2331186x.2022.2107297" @default.
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