Formative assessment and the learning and teaching of MFL: Sharing the language learning road map with the learners

Language Learning Journal

Volumn 34, Issue 1, 2006, Pages 4-9

  Black, Paul ^a   Jones, Jane ^a  

^a KING'S COLLEGE LONDON   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33947361531     PISSN: 09571736     EISSN: 17532167     Source Type: Journal    
DOI: 10.1080/09571730685200171     Document Type: Article

References (9)

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3. Black, P., Harrison, C., Lee, C., Marshall, B., and Dylan, W., 2002. Working inside the black box:assessment for learning in the classroom, London:King's College London Department of Education and Professional Studies.
4. Black, P., Harrison, C., Lee, C., Marshall, B., and Dylan, W., 2003. Assessment for Learning:putting it into practice, London:OUP.
5. Butler, R., 1988. Enhancing and undermining intrinsic motivation; the effects of task-involving and ego-involving evaluation on interest and performance. British Journal of Educational Psychology, 58:1–14.
6. Dweck, C.S., 2000. Self-Theories:their role in motivation, personality and development, London:Taylor & Francis.
7. Jones, J. 2005. Foreign Languages in the primary school in England:a new pupil learning continuum. Francophonie, 31:3–7.
8. Lee, J., Buckland, D., and Shaw, G., 1998. The Invisible Child, London:CILT.
9. Rowe, M.B. 1974. Wait time and rewards as instructional variables, their influence on language, logic and fate control. Journal of Research in Science Teaching, 11:81–94.