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Classroom-Based Assessment and the Issue of Continuity between Primary and Secondary School Languages Programs
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Hill, Kathryn – Babel, 2010
This article presents selected findings from an ethnographic study of classroom-based assessment practices in languages classrooms (Indonesian) in the final year of primary (Year 6) and the first year of secondary (Year 7), respectively. In particular, the paper focuses on differences between the respective year levels in how learning was assessed…
Descriptors: Ethnography, Program Effectiveness, Second Language Programs, Student Evaluation