Vol.32,No.4(2022)

Full Issue in PDF

Editorial

Self- and peer assessment as fully fledged assessment methods in learning and teaching, especially in foreign languages

363–367

Věra Janíková, Jana Veličková

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Articles

Self-assessment, self-evaluation, or self-grading: What’s in a name?

368–382

Kateřina Keplová
https://doi.org/10.5817/PedOr2022-4-368

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Teachers’ beliefs of pre-service German teachers about student self-assessment

383–409

Stephan Schicker
https://doi.org/10.5817/PedOr2022-4-383

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Developing oral presentation-related self-assessment among prospective teachers of German as a foreign language: Analysis of self-assessment comments

410–443

Jana Veličková
https://doi.org/10.5817/PedOr2022-4-410

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The role and perception of peer and teacher feedback in multiple-draft feedback provision on foreign language learners’ writing

444–483

Blanka Pojslová
https://doi.org/10.5817/PedOr2022-4-444

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Discussion papers

The more the merrier? Analysing self-assessment tool set use

484–498

Martina Šindelářová Skupeňová
https://doi.org/10.5817/PedOr2022-4-484

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