The researchers wanted to develop an understanding of how teachers develop their cognitions and how these cognitions influence classroom assessment practice. A qualitative approach was adopted and the research methods used included questionnaire, interview and observation with follow-up interview. 276 teachers working in 57 different countries participated in the project.

The researchers found that the participant teachers did not, on the whole, replicate the assessment practices they had experienced themselves as language learners. Rather, they made a conscious decision to use more learner-centred approaches to assessment. The teachers were focused on learners and ensuring they were making as much progress as possible.

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