000			02855cam a2200337 a 4500
003			EG-GiCUC
005			20250223032232.0
008			190324s2018 ua do f m 000 0 eng d
040			_aEG-GiCUC _beng _cEG-GiCUC
041	0		_aeng
049			_aDeposite
097			_aM.Sc
099			_aCai01.23.01.M.Sc.2018.Sa.P
100	0		_aSamah Mahmoud Basyouny
245	1	2	_aA proposal for developing assessment for learning practices for preparatory stag English language teachers / _cSamah Mahmoud Basyouny ; Supervised Awatef Ali Sheir , Gihan Sedki Elazab
246	1	5	_aتصور مقترح لتطوير ممارسات التقويم من أجل التعلم لدى معلمى اللغة الإنجليزية للمرحلة الإعدادية
260			_aCairo : _bSamah Mahmoud Basyouny , _c2018
300			_a137 P. : _bcharts , photographs ; _c25cm
502			_aThesis (M.Sc.) - Cairo University - Faculty of Educational Post Graduate Studies - Department of Curriculum and Methods of Teaching
520			_aThis study aimed at investigating preparatory school EFL teachers{u2019} current classroom assessment practices and the forces influencing their alternative assessment decisions. A questionnaire was administrated to (50) preparatory school English teachers. Interviews were conducted and samples from the assessment types used by the teachers throughout the academic year (2017-2018) were collected to monitor the teachers' perceptions about formative assessment. Data collected from the questionnaire, interviews and teachers-collected assessment types were analyzed using the concurrent triangulation method. The findings revealed that there is a significant use of regular assessment methods, including multiple-choice tests, in both formative and summative types. The interviews revealed the challenges that hinder teachers from implementing formative assessment practices. Standardized tests, teacher beliefs and values, ease of development and scoring, and teachers{u2019} load of overcrowded classes emerged as themes of influence on classroom assessment practices. The findings also revealed that there is a difference between teachers' perceptions on formative assessment and their actual assessment practices in their classrooms. The study suggested conceptualizing assessment for learning among Egyptian EFL teachers and introduced ideas for practical guide to help teachers use assessment for learning practices in classroomss
530			_aIssued also as CD
653		4	_aAssessment for learning (AFL)
653		4	_aAssessment for learning practices
653		4	_aPrep. stage EFL teachers
700	0		_aAwatef Ali Sheir , _eSupervisor
700	0		_aGihan Sedki Elazab , _eSupervisor
856			_uhttp://172.23.153.220/th.pdf
905			_aNazla _eRevisor
905			_aSamia _eCataloger
942			_2ddc _cTH
999			_c71028 _d71028