The present study aimed at constructing a formative assessment inventory for assessing EFL instructors' conception and literacy about the issue under study. Therefore, 302 male and female Iranian EFL teachers took part in the study in a random way to fill out the researcher made questionnaire. The first draft of the scale consisted of two main…

In recent years, research and practice focused on staff and students working in partnership to co-design learning and teaching in higher education has increased. However, within staff-student partnerships a focus on assessment is relatively uncommon, with fewer examples evident in the literature. In this paper, we take the stance that all…

This study reports on a further iteration of an action research cycle, discussed in Burns and Foo (2012, 2013). It explores how formative feedback on academic literacy was used and acted upon, and if a Formative Feedback Intervention (FFI) increased the students' confidence in future assignments. It also considers whether the assignment of a grade…

In a community of practice, shared repertoires develop as resources to create meaning in the joint pursuit of an enterprise. Repertoires include tools and routines. This article examines use of a tool, the "Literacy Learning Progressions" ("LLP"), in assessing development in writing. Teachers (Max N = 291) responded to a questionnaire regarding…