Abstract

This qualitative study identified the strategies that secondary French teachers use in their classroom to show students that they have made progress in their learning. Six teachers participated in this study. Data were collected from interviews, class observations, and artifacts used by the teachers. The findings suggest that teachers use a variety of strategies to help their students to know that they have made progress. These strategies include various forms of formative assessments, self-assessments, and self-reflections. The findings reveal that teachers choose to use these strategies because they are able to help their students develop characteristics of autonomous learners.

Degree

College and Department

Humanities; Center for Language Studies

Rights

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