Assessment Beliefs and Practices of Language Teachers in Primary Context
Yükleniyor...
Dosyalar
Tarih
2014
Yazarlar
Büyükkarcı, Kağan
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
International Journal of Instruction. January
Erişim Hakkı
Özet
The use of assessment, the process of collecting information on student achievement and performance, has long been advocated so that learning cycles can properly be planned; instruction can be adjusted during the course of learning, and programs can be developed to enhance student learning. Shifting to a more pedagogical conception, the assessment moves from source of information to an inseparable part of teaching and learning. Theory and research propose that especially formative assessment can play a critical role in adjusting teaching for student learning because assessment for learning (formative assessment) provides information to be used as feedback to adjust the teaching and learning activities in which the students and teachers are engaged. This study aims to show primary school teachers’ beliefs about formative assessment. Besides, the study reveals the information about English language teachers’ real assessment practices in the primary education context. Despite course requirements, teachers’ positive beliefs and attitudes, the results of the study show that language teachers do not apply formative assessment practices as required in the national curriculum. Instead of using assessment formatively, they mostly use assessment for summative purposes.
Açıklama
Anahtar Kelimeler
Assessment, Formative, Summative, Language teacher, Teacher beliefs, Practices
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Büyükkarcı, K. "Assessment Beliefs and Practices of Language Teachers in Primary Context" International Journal of Instruction. January, 7/1, p: 109-122., 2014
