Сибирский федеральный университет

Тип публикации: научное издание

Год издания: 2022

Идентификатор DOI: 10.1007/978-3-030-98566-0_8

Ключевые слова: formative and summative assessment, self-assessment, distance education, adult education, lifelong learning

Аннотация: The paper features different kinds of assessment. Assessment is described as formative and summative records to document learners' progress toward their goals. A closer focus is put on the formative for-learning assessment in both lifelong learning (LLL) and EFL classes. Alongside the overview of the effects of formative assessment, both teachers' feedback and self-assessment are considered to be beneficial for continuous assessment of students' and adult learners' improved performance through transforming learning procedures and choosing the best remedies for improving weaknesses in learning and teaching. Formative task-based activities have been seen as significantly effective in promoting students' motivation and performance via self-regulatory skills and problem-solving instruction. The study is aimed at describing a holistic teaching/learning evaluative picture from a transdisciplinary perspective, in general, and a socio-pragmatic one, in particular. That is why another research emphasis is put on professional growth and retaining skilled language teachers in the educational sphere, necessarily including teaching adults. Qualitative-exploratory, descriptive, and interpretative approaches are used to support the identified aim of the study to understand and interpret assessment as learners' motivational behaviors, including their strategy selection in the learning process, conducting accurate self-evaluation of their language performance, and strive for consistent improvements and their achievements.

Журнал: Adult English Language Teaching

Выпуск журнала: Volume 29

Номера страниц: 145-171

Место издания: Cham

• Gillespie David (Queen Mary University of London)
• Grishaeva Elena (Siberian Federal University)

• РИНЦ (eLIBRARY.RU)