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Butler, Y. G. (2009). How Do Teachers Observe and Evaluate Elementary School Students’ Foreign Language Performance? A Case Study from South Korea. TESOL Quarterly, 43, 417-444.
https://doi.org/10.1002/j.1545-7249.2009.tb00243.x

has been cited by the following article:

• TITLE: Seeking Alternatives: Incorporating Teacher-Based Assessment in Reflective Teaching Practices

  AUTHORS: Hang Sun

  KEYWORDS: Teacher-Based Assessment, Reflective Teaching, Alternative Assessment, Assessment Literacy

  JOURNAL NAME: Open Journal of Social Sciences, Vol.12 No.5, May 23, 2024

  ABSTRACT: Despite the growing interest in alternative assessment, few studies have investigated the actual process of teacher-based assessment in the classroom. In this reflective case study, the teacher/researcher integrated teacher-based assessment into ESL teaching practices throughout a semester in an attempt to develop her formative assessment literacy. The research took place in a spoken English program. Examples of the assessment tasks used in the classroom were presented, and the teacher/researcher’s reflections were discussed. This study positions the teacher as a “learner” in the exploration and calls for more research describing in detail what teachers do when they carry out teacher-based assessment.