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Assessment for learning: challenges and affordances of collaborative assessment

dc.contributor.authorStrotmann, Birgites-ES
dc.date.accessioned2025-03-12T12:38:23Z
dc.date.available2025-03-12T12:38:23Z
dc.date.issued2025-02-05es_ES
dc.identifier.urihttp://hdl.handle.net/11531/98003
dc.descriptionCapítulos en libroses_ES
dc.description.abstract.es-ES
dc.description.abstract.Teacher collaboration is a key factor in interdisciplinary learning environments and has been proven to enhance critical awareness and integrated learning. However, assessment is a challenge for teachers and a source of preoccupation for students. This paper presents the results and recommendations for good assessment practice resulting from a teaching innovation project on co-teaching in content subjects delivered in English.en-GB
dc.format.mimetypeapplication/pdfes_ES
dc.language.isoen-GBes_ES
dc.publisherIATEFL (Brighton, Reino Unido)es_ES
dc.rightses_ES
dc.rights.uries_ES
dc.sourceLibro: IATEFL Brighton 2024 Conference Selections: 57th International Conference, Página inicial: 225, Página final: 228es_ES
dc.titleAssessment for learning: challenges and affordances of collaborative assessmentes_ES
dc.typeinfo:eu-repo/semantics/bookPartes_ES
dc.description.versioninfo:eu-repo/semantics/publishedVersiones_ES
dc.rights.holderPolítica editoriales_ES
dc.rights.accessRightsinfo:eu-repo/semantics/restrictedAccesses_ES
dc.keywords.es-ES
dc.keywordsCo-teaching, EMI, English-medium instruction, assessmenten-GB


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