Teachers’ understanding of classroom assessment: Insights from English language teachers in Dodoma municipality, Tanzania

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Cogent Education Pub Date : 2024-07-23 DOI:10.1080/2331186x.2024.2380627

Habibu Dadi Ali, Marcellina Mjenda

引用次数: 0

Abstract

This paper reports on the findings of a baseline study focusing on teachers’ understanding of classroom assessment, their assessment practices, and implications for professional development. Specif...

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教师对课堂评估的理解：坦桑尼亚多多马市英语教师的见解

本文报告了一项基线研究的结果，重点是教师对课堂评估的理解、他们的评估实践以及对专业发展的影响。具体...

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Cogent Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.30

自引率

6.20%

发文量

197

审稿时长

12 weeks

期刊介绍： Part of the Taylor & Francis / Routledge Group, Cogent Education is a leading multidisciplinary open access journal, publishing high-quality, peer-reviewed articles across the breadth of educational research. All articles are free to access across the globe, allowing authors to share their research and maximise its impact. Cogent Education is led by Editor-in-Chief Professor John C.K. Lee (The Education University of Hong Kong), supported by an expert international Editorial Board. Our academic editors take an objective and constructive approach to peer review, ensuring each manuscript is evaluated on its own scholarly merits and research integrity. Article-level metrics let the research speak for itself. Cogent Education also presents collections that publish the latest studies on key topics and discussion within the education community based on research projects and conferences.