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Buyukkarci, K., Karakas, S. (2021). The Impact of Formative Assessment on Students’ Assessment Preferences. The Reading Matrix: An International Online Journal, 21(1), 142-161.

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dc.creator Büyükkarcı, Kağan
dc.date 2021-04-01T00:00:00Z
dc.date.accessioned 2021-12-03T11:15:21Z
dc.date.available 2021-12-03T11:15:21Z
dc.identifier 12d3d0ee-16c7-4c00-a070-c2f6735c4141
dc.identifier https://avesis.sdu.edu.tr/publication/details/12d3d0ee-16c7-4c00-a070-c2f6735c4141/oai
dc.identifier.uri http://acikerisim.sdu.edu.tr/xmlui/handle/123456789/90039
dc.description <p>Research in the area of Language Testing and Assessment proves that formative assessment</p><p>(FA) leads to active involvement of students in assessment practices, and it is a valuable</p><p>approach in promoting learning. The aim of this study was to gain information about the</p><p>relationship between hands-on formative assessment practices and students’ assessment</p><p>preferences. From the analysis of the traditional assessment preferences of the students, it can</p><p>be concluded that both the experimental and control group students still preferred traditional</p><p>type of assessment such as multiple-choice tests. On the other hand, the analysis of the</p><p>formative assessment preferences of the experimental group students indicated that they</p><p>began to prefer the formative mode of assessment. In other words, they added new types of</p><p>assessment to their preferences such as self/peer assessment. As a result, they began to prefer</p><p>taking more active role in their own assessment procedure, and took a step towards becoming</p><p>autonomous learners.</p>
dc.language eng
dc.rights info:eu-repo/semantics/closedAccess
dc.title Buyukkarci, K., Karakas, S. (2021). The Impact of Formative Assessment on Students’ Assessment Preferences. The Reading Matrix: An International Online Journal, 21(1), 142-161.
dc.type info:eu-repo/semantics/article


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