Self- and peer assessment as fully fledged ways of assessment in learning and teaching foreign languages
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| Year of publication | 2022 |
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| Description | This special issue responds to the growing interest among practising teachers and researchers in self- and peer assessment in the context of foreign language learning and teaching and aims to support it further. The goal is to provide a platform for discussion on the current state of research on self- and peer assessment as well as for sharing of experiences with their development, realization, and evaluation of their impact on foreign language learning and teaching. Considering the articles‘ focus, this issue is primarily intended for educators working in the tertiary education sector, especially those in teacher education. |
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