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Regular version of the site

Book chapter

Designing a teacher development programme on assessment based on the results of experienced teachers' survey

P. 14-16.

The article describes action research that examines the current assessment practices in tertiary education institutions in Russia characterized by controversy between the deep-rooted practices of summative assessment of knowledge and the need to introduce formative assessment based on learning outcomes aimed at assessing competences. Based on the interpretation of the data obtained from a survey of tertiary teachers of English for Specific Purposes, a country-specific syllabus is proposed to compensate for the lack of assessment practices awareness and experience, which is to be piloted at the National Academy of Teacher Development in Moscow

In book

Edited by: M. Raevaara. Shanghai: Tongji University Press, 2013.