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Educ. Sci. 2018, 8(4), 211; https://doi.org/10.3390/educsci8040211

Assessing English: A Comparison between Canada and England’s Assessment Procedures

King’s College London, Department of Education, Communication and Society, Franklin Wilkins Building Annexe, Waterloo Road, London SE1 9NH, UK
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Received: 5 October 2018 / Revised: 13 November 2018 / Accepted: 13 November 2018 / Published: 5 December 2018
(This article belongs to the Special Issue The Quality of Classroom Assessments)
Full-Text   |   PDF [208 KB, uploaded 5 December 2018]

Abstract

English as a subject used to be assessed using course-based or portfolio assessments but now it is increasingly examined through terminal tests. Canada is an exception to this rule. This paper compares the way English is assessed in England and Canada and looks to the ways in which the kind of assessment undertaken affects the practices of English teachers both in the teaching of summative and formative assessment. View Full-Text
Keywords: course-based assessment; summative assessment; formative assessment course-based assessment; summative assessment; formative assessment
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
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Marshall, B.; Gibbons, S. Assessing English: A Comparison between Canada and England’s Assessment Procedures. Educ. Sci. 2018, 8, 211.

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