DAS POTENZIAL KOLLEGIALEN FEEDBACKS FÜR DIE FÖRDERUNG DER EVALUATIONSKOMPETENZ BEI ANGEHENDEN FREMDSPRACHENLEHRENDEN - ERGEBNISSE EINER STUDIE. (Polish)
In: Neofilolog, Jg. 54 (2020), Heft 1, S. 87-104
academicJournal
Zugriff:
The article introduces formative assessment as one of the most powerful factors influencing students' achievements and presents its significance for process-oriented learning and teaching. Due to its importance formative assessment should be an inherent part of the pre-service teacher training program. The aim of the present paper is to highlight the potential of peer-to-peer-feedback, as a part of formative assessment, for enhancing the assessment competence of pre-service teachers. The results of the study presented in the article suggest ways in which peer-to-peer feedback can be used to foster the assessment competence of prospective teachers. [ABSTRACT FROM AUTHOR]
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Titel: |
DAS POTENZIAL KOLLEGIALEN FEEDBACKS FÜR DIE FÖRDERUNG DER EVALUATIONSKOMPETENZ BEI ANGEHENDEN FREMDSPRACHENLEHRENDEN - ERGEBNISSE EINER STUDIE. (Polish)
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Autor/in / Beteiligte Person: | Janicka, Monika |
Zeitschrift: | Neofilolog, Jg. 54 (2020), Heft 1, S. 87-104 |
Veröffentlichung: | 2020 |
Medientyp: | academicJournal |
ISSN: | 1429-2173 (print) |
DOI: | 10.14746/n.2020.54.1.6 |
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