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Teachers’ approaches to language classroom assessment in Cameroon primary schools
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Tante, Achu Charles (2013) Teachers’ approaches to language classroom assessment in Cameroon primary schools. Exchanges: the Warwick Research Journal, Volume 1 (Number 1). ISSN 2053-9665.
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Official URL: http://exchanges.warwick.ac.uk/index.php/exchanges...
Abstract
Assessment has a huge impact on ESL primary pupils, in part, because on the curriculum English is both a subject and also a language of learning all the other subjects. For children still acquiring L1 it is daunting sometimes to be expected to understand concepts in L2. It may be difficult then to gather information to make an impartial judgement with regards to a pupil’s language level. This study is a preliminary inquiry that attempts to find out teachers’ approaches to classroom assessment in Cameroon primary schools. Using a qualitative open-ended question the researcher finds out three main categories of assessment approaches used by teachers. From the categories extrapolations on possible assumptions that guide teachers’ choices of assessment procedures are described and suggested for future study.
Item Type: | Journal Article | ||||
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Subjects: | L Education > LB Theory and practice of education | ||||
Divisions: | Other > Institute of Advanced Study | ||||
Library of Congress Subject Headings (LCSH): | Educational tests and measurements -- Cameroon, English language -- Study and teaching (Elementary) -- Cameroon | ||||
Journal or Publication Title: | Exchanges: the Warwick Research Journal | ||||
Publisher: | Institute of Advanced Study | ||||
ISSN: | 2053-9665 | ||||
Official Date: | October 2013 | ||||
Dates: |
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Volume: | Volume 1 | ||||
Number: | Number 1 | ||||
Number of Pages: | 10 | ||||
Status: | Not Peer Reviewed | ||||
Publication Status: | Published | ||||
Access rights to Published version: | Open Access (Creative Commons) |
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