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Conference Paper: Elementary school students' perspectives on assessment: pressure and achievement

TitleElementary school students' perspectives on assessment: pressure and achievement
Authors
Carless, DR
Issue Date2012
Citation
The American Association for Applied Linguistics Conference: Interdisciplinarity (AAAL 2012) Boston, MA, 24-27 March 2012  How to Cite?
AbstractThis paper explores through focus group interviews and draw-a-picture technique how a sample of elementary school students in Hong Kong responds to assessment. The findings reveal a number of tensions: performance versus mastery; motivation and pressure; achievement and anxiety; summative versus formative orientations.
DescriptionTask-based Language Learning: Insights from and for L2 Writing
Persistent Identifierhttp://hdl.handle.net/10722/266231

 

DC FieldValueLanguage
dc.contributor.authorCarless, DR-
dc.date.accessioned2019-01-14T02:23:18Z-
dc.date.available2019-01-14T02:23:18Z-
dc.date.issued2012-
dc.identifier.citationThe American Association for Applied Linguistics Conference: Interdisciplinarity (AAAL 2012) Boston, MA, 24-27 March 2012 -
dc.identifier.urihttp://hdl.handle.net/10722/266231-
dc.descriptionTask-based Language Learning: Insights from and for L2 Writing-
dc.description.abstractThis paper explores through focus group interviews and draw-a-picture technique how a sample of elementary school students in Hong Kong responds to assessment. The findings reveal a number of tensions: performance versus mastery; motivation and pressure; achievement and anxiety; summative versus formative orientations.-
dc.languageeng-
dc.relation.ispartofThe American Association for Applied Linguistics Conference (AAAL)-
dc.titleElementary school students' perspectives on assessment: pressure and achievement-
dc.typeConference_Paper-
dc.identifier.emailCarless, DR: dcarless@hkucc.hku.hk-
dc.identifier.authorityCarless, DR=rp00889-
dc.identifier.hkuros202305-
dc.publisher.placeBoston, United States-

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