Assessment Orientations of State Primary EFL Teachers in Two Mediterranean Countries
| Autor: | Dina Tsagari |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2016 |
| Předmět: |
classroom-based tests
interviews Fremdsprachenunterricht Primary school lower level Skills measurement Teaching of English Primary education Klassenarbeit 370 Erziehung Schul- und Bildungswesen Elementary School teacher training Literacy Zypern Alternative assessment Empirische Bildungsforschung Teaching of foreign languages Lehrer media_common Primary school Greece Schülerleistung Multimethodology Englischunterricht Empirische Untersuchung Empirical study Student achievement 370 Education Psychology lcsh:L7-991 Foreign language teaching Standardized tests Skills measurements Erziehung Schul- und Bildungswesen media_common.quotation_subject language testing and assessment Kompetenzmessung lcsh:Education (General) Education Formative assessment ddc:370 Language assessment Mathematics education Interview Grundschule Fachdidaktik/Sprache und Literatur Classwork Teacher assessment literacy Griechenland Teacher education Competency measurement classroom-based language assessment Standardisierter Test English language lessons Summative assessment Cyprus Pupil achievement |
| Zdroj: | Center for Educational Policy Studies Journal, Vol 6, Iss 1, Pp 9-30 (2016) Center for Educational Policy Studies Journal (2016) Center for Educational Policy Studies Journal, Vol 6, Iss 1 (2016) CEPS Journal 6 (2016) 1, S. 9-30 CEPS journal |
| ISSN: | 2232-2647 1855-9719 |
| Popis: | CEPS Journal 6 (2016) 1, S. 9-30 Many researchers have highlighted the central role that assessment plays in second language (L2) classrooms and have expressed the need for research into classroom-based language assessment (CBLA), an area that is gradually coming into its own in the feld of language testing and assessment (e.g., Hasselgreen, 2008; Leung, 2014; Hill & McNamara, 2012; Turner, 2012). Motivated by the prominence of CBLA in recent discussions, the present study set out to investigate the CBLA practices, knowledge and skills of Greek and Cypriot primary school EFL teachers. The data was collected through teacher interviews and classroom-based tests. The results showed that teachers employ a summative orientation towards evaluating their students' performance and seem to have unclear ideas about the purposes and implementation of formative assessment, mainly due to lack of professional training in language assessment. The paper concludes with suggestions as to how EFL teachers' CBLA literacy can be enhanced. (DIPF/Orig.) |
| Databáze: | OpenAIRE |
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