Young Learner Classroom Assessment in the ESL Context of Cameroon
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Young Learner Classroom Assessment in the ESL Context of Cameroon (2017)
~EN NWISBN: 9783330071612 bzw. 3330071613, vermutlich in Englisch, LAP LAMBERT Academic Publishing, neu.
Von Händler/Antiquariat, BookVistas [54483961], New Delhi, India.
The present study investigates the practices and underlying assumptions with regard to classroom assessment of English in Anglophone Cameroon primary schools. English is a second language (ESL) that is used from pre-school to the university as a subject and across the curriculum. A mixed-method design is used for the study. Findings indicate that assessment for examination and promotion to the next class were dominant reasons for assessment; all the language skills were assessed but language forms were the main focus of assessment. It found out that teachers´ claims were different from observation. The fifth research question, found out that the pupils held various attributions for success and failure. They were disoriented when it came to matters of teacher feedback. Chapter 10 presents the contributions and implications of the study to Cameroon and the international community.
The present study investigates the practices and underlying assumptions with regard to classroom assessment of English in Anglophone Cameroon primary schools. English is a second language (ESL) that is used from pre-school to the university as a subject and across the curriculum. A mixed-method design is used for the study. Findings indicate that assessment for examination and promotion to the next class were dominant reasons for assessment; all the language skills were assessed but language forms were the main focus of assessment. It found out that teachers´ claims were different from observation. The fifth research question, found out that the pupils held various attributions for success and failure. They were disoriented when it came to matters of teacher feedback. Chapter 10 presents the contributions and implications of the study to Cameroon and the international community.
2
Young Learner Classroom Assessment in the ESL Context of Cameroon (2017)
~EN NWISBN: 9783330071612 bzw. 3330071613, vermutlich in Englisch, LAP LAMBERT Academic Publishing, neu.
Von Händler/Antiquariat, Vikram Jain Books [4059398], New Delhi, India.
The present study investigates the practices and underlying assumptions with regard to classroom assessment of English in Anglophone Cameroon primary schools. English is a second language (ESL) that is used from pre-school to the university as a subject and across the curriculum. A mixed-method design is used for the study. Findings indicate that assessment for examination and promotion to the next class were dominant reasons for assessment; all the language skills were assessed but language forms were the main focus of assessment. It found out that teachers´ claims were different from observation. The fifth research question, found out that the pupils held various attributions for success and failure. They were disoriented when it came to matters of teacher feedback. Chapter 10 presents the contributions and implications of the study to Cameroon and the international community.
The present study investigates the practices and underlying assumptions with regard to classroom assessment of English in Anglophone Cameroon primary schools. English is a second language (ESL) that is used from pre-school to the university as a subject and across the curriculum. A mixed-method design is used for the study. Findings indicate that assessment for examination and promotion to the next class were dominant reasons for assessment; all the language skills were assessed but language forms were the main focus of assessment. It found out that teachers´ claims were different from observation. The fifth research question, found out that the pupils held various attributions for success and failure. They were disoriented when it came to matters of teacher feedback. Chapter 10 presents the contributions and implications of the study to Cameroon and the international community.
3
Young Learner Classroom Assessment in the ESL Context of Cameroon (2017)
EN PB NWISBN: 9783330071612 bzw. 3330071613, in Englisch, 404 Seiten, LAP LAMBERT Academic Publishing, Taschenbuch, neu.
Lieferung aus: Deutschland, Gewöhnlich versandfertig in 24 Stunden, Versandkostenfrei.
Von Händler/Antiquariat, Amazon.de.
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
Von Händler/Antiquariat, Amazon.de.
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
4
Young Learner Classroom Assessment in the ESL Context of Cameroon (2017)
EN PB USISBN: 9783330071612 bzw. 3330071613, in Englisch, 404 Seiten, LAP LAMBERT Academic Publishing, Taschenbuch, gebraucht.
Lieferung aus: Deutschland, Versandfertig in 1 - 2 Werktagen, Versandkostenfrei. Tatsächliche Versandkosten können abweichen.
Von Händler/Antiquariat, EBICHU ^0^ TRADING.
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
Von Händler/Antiquariat, EBICHU ^0^ TRADING.
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
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