When assessment is a constant companion: students’ experiences of instruction in an era of intensified assessment focus
The current study aims to deepen the knowledge of students’ experiences of teachers’ assessment related instructional actions, with particular focus on problematic consequences of an intensified assessment paradigm. Its empirical material consists of 20 focus-group interviews with a total of 102 six...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2020-05-01
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| Series: | Nordic Journal of Studies in Educational Policy |
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| Online Access: | http://dx.doi.org/10.1080/20020317.2020.1756192 |