Building a Sustainable Learning Cycle: The Role of ‘the Formative Use of Summative Tests’ (FUST) in Promoting Students’ Developments
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The study employed a descriptive mixed-methods qualitative case study approach. Material and interview-based data were collected from two EFL classes in a private international school in central China. Findings from RQ1 suggest that teacher-made summative tests were largely dependable to the extent that the tests reflect the syllabus-based construct and address students’ affective factors. Findings from RQ2 suggest that facilitating factors including in-school continuous professional development (CPD) and teacher collegiality practices may enhance FUST’s prospective role.
2019 ◽
2020 ◽
pp. 232948842095811
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2020 ◽
Vol 6
(11)
◽
pp. 2303
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2021 ◽
Vol 3
(2)
◽
pp. 43-51
2018 ◽
Vol 20
(1)
◽
pp. 33
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2021 ◽
Vol 1
(2)
◽
pp. 73-84
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