Titlebook: Classroom Writing Assessment and Feedback in L2 School Contexts; Icy Lee Book 2017 Springer Nature Singapore Pte Ltd. 2017 Assessment and

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Perspectives on Feedback in L2 Writing,ent texts, give arbitrary and unhelpful feedback, and fail to help students develop strategies to improve their writing. In 1996, Truscott published a controversial article that questions the place of grammar correction in teacher feedback, and since then research on feedback in L2 writing has proli

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协定

Portfolios in Classroom L2 Writing Assessment, process, students obtain feedback from multiple sources (e.g., teacher and peers), and such interactions provide experiences within students’ zone of proximal development (ZPD) (Vygotsky 1978) and help advance their learning. In sociocultural terms, portfolio assessment is seen as a mediating facto

FEAT

Estimation Using Initial Strains, monitoring their progress toward these goals, and determining how to address any gaps” (Andrade et al. 2012, p. 8). Such student-centered classroom assessment is referred to as “assessment as learning” (AaL) (Earl 2003, 2013).

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Assessment as Learning in the L2 Writing Classroom, monitoring their progress toward these goals, and determining how to address any gaps” (Andrade et al. 2012, p. 8). Such student-centered classroom assessment is referred to as “assessment as learning” (AaL) (Earl 2003, 2013).

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Book 2017mines how effective classroom assessment and feedback can provide a solid foundation for the successful teaching and learning of writing. Drawing upon current educational and L2 writing theories and research, the book is the first to address writing assessment and feedback in L2 primary and secondar

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Estimation Using Initial Strains,ition of writing skills an important priority for young L2 learners. Since “developing language competence inevitably requires assessment” (Berchoud et al. 2011, p. 9), how teachers should conduct classroom assessment to help L2 students improve their writing is of critical importance.

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Welding Effects On Thin Stiffened Panelsprint and computer literacies” (Bloch 2008, p. 12) and be able to read and write in the digital environment (Warschauer et al. 2013). The advent of technology has therefore opened up new possibilities for classroom writing assessment and feedback.

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https://doi.org/10.1007/1-4020-5329-0 increasing realization throughout the world that teacher assessment literacy is underdeveloped (Jin 2010; Popham 2011; Volante and Fazio 2007) and that it warrants urgent attention on teachers’ professional development programs.