Tipo: artículo

Metodología: estudio empírico

Temas: evaluación

Resumen:

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Guided by sociocultural theory, this single-case narrative inquiry views language assessment literacy development as a process of language assessment concept formation and examines how a teacher’s language assessment concepts were formed, what sociocultural elements mediated those concept formations, and how the focal teacher emotionally experienced those concept formations. To fulfill these aims, approximately 15 hours of audio and video data were collected from a novice Vietnamese teacher of English as a foreign language via interviews, classroom observations, and verbal reports. The data were transformed into narrative vignettes which were then subject to directed content analysis guided by...

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