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Vol.32,
No.4
(2022)
Full Issue in
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Editorial
Self- and peer assessment as fully fledged assessment methods in learning and teaching, especially in foreign languages
363–367
Věra Janíková, Jana Veličková
PDF
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
PDF
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
PDF
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
PDF