Classroom-based language efficiency assessment: a challenge for EFL teachers

Wach, Aleksandra

doi:10.14746/gl.2012.39.1.8

Cited by 4 publications

(4 citation statements)

References 16 publications

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“…As for teacher assessment literacy, it has been considered mostly from the perspective of in-service teacher training in LTA, based on the needs that had been empirically explored (Hasselgreen et al 2004;Fulcher 2012;Vogt and Tsagari 2014;Kvasova and Kavytska 2014;Massey et al 2020;Bøhn and Tsagari 2021). Teachers' beliefs and perceptions concerning the relevance of language assessment and the challenges it poses have also been studied (Wach 2012;Tsagari and Vogt 2017;Giraldo 2019;Vogt et al 2020). Moreover, some works report on planning and implementing in-service teacher training courses in LTA (e.g., Tsagari et al 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

The Impact of Student Teachers’ Pre-Existing Conceptions of Assessment on the Development of Language Assessment Literacy within an LTA Course

Kvasova

2022

Languages

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The paper proposes the preparation of a new generation of assessment literate teachers. The issues of student assessment literacy and, more specifically, prospective language teacher assessment literacy have not been sufficiently investigated as of yet, although research into the topic seems to have gained momentum. Recent studies state that the assessment literacy of teachers is essentially affected by their pre-existing conceptions of assessments), and teacher education should integrate shaping such conceptions into courses; the process of shaping conceptions is quite long and, because it is time-consuming, it may deter assessment literacy building. The current study explores the conceptions of the assessments shaped by prospective teachers within a general English course. The two major conceptions of assessment, relevant for the framework of teaching general English to second-year student teachers of English, are the understanding of feedback and knowledge of assessment construct and criteria. The findings of the study in this cohort of students of the particular course in language assessment shows that the students’ progress was considerably higher than that of a comparison group in the previous 2020 study. The author suggests two types of AL, i.e., student and prospective teacher assessment literacy.

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Section: Literature Reviewmentioning

confidence: 99%

The Impact of Student Teachers’ Pre-Existing Conceptions of Assessment on the Development of Language Assessment Literacy within an LTA Course

Kvasova

2022

Languages

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“…Language assessment has become a theme which is paid considerable attention and is given a high priority by educators and researchers because it is regarded as an important activity during the teaching and learning processes. According to Wach (2012), assessment includes any process that appraises an individual's knowledge, understanding, abilities or skills and it has a number functions in the process of teaching such as the selection of teaching approaches, evaluation of learners' progress, achievements, strengths and weaknesses. Similarly, Piegzik (2005) (as cited in Wach, 2012) utters, "Assessment is equally important to the teacher and the learner as it contributes to the efficiency of teaching and learning" (p.82).…”

Section: Assessmentmentioning

confidence: 99%

Assessment Perceptions and Practices in the English Department at Kabul University

Bahrami¹

2020

IJSRP

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This study investigated how instructors and students in the English Department at Kabul University perceive assessment and how it is practiced or used by the instructors. It was found out that assessment is an important factor in the teaching and learning of a language and it is perceived so by both instructors and students in the mentioned department. In addition, result of the study indicates that instructors are aware of the value of formative assessment and the students want their instructors to assess their progress and success using authentic or formative assessment.

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“…In order to run the function of the assessment itself, the teachers should realize the assessment has multifaceted functions in teaching and learning processes. It gives a big impact on the students; progress and also can give a reflection for the teachers about teaching activity in the classroom [9]. The most important one is the teachers should also realize that the use of assessment must be varied because different assessment may measure different aspects of students' learning progress [10].…”

Section: Introductionmentioning

confidence: 99%

A Reflective Practitioner: An Undeniable Urgent Role for EFL Teachers in Digital Era

Kardena¹

2021

Proceedings of the 2nd EAI Bukittinggi International Conference on Education, BICED 2020, 14 September, 2020, Bukititinggi, Wes

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This study aims to investigate the phenomenon on how English teachers run their roles as a reflective practitioner. It was analyzed based on the way the teachers reflect their teaching activities; how the English teachers evaluated their performance, their students and their class; how the English teachers spend efforts to improve their competence and performance. Moreover, this research, which was further developed based on research conducted on 2014, involved 5 English teachers at MAN Kota Solok, one of Islamic state senior highs school in Solok City. The research was conducted under qualitative approach through observing those English teachers and compiled by such interviews. The result shows that the English teachers at this school did not optimally run their role as reflective practitioner. It cannot be denied that many factor beyond the teachers itself which influences this phenomenon. This article discusses this phenomenon significantly in order to give a consideration for the stakeholder and the English teachers in making any decisions related to teachers' role as a reflective practitioner and its impact on achieving the educational goals, especially in this digital era.

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Classroom-based language efficiency assessment: a challenge for EFL teachers

Cited by 4 publications

References 16 publications

The Impact of Student Teachers’ Pre-Existing Conceptions of Assessment on the Development of Language Assessment Literacy within an LTA Course

The Impact of Student Teachers’ Pre-Existing Conceptions of Assessment on the Development of Language Assessment Literacy within an LTA Course

Assessment Perceptions and Practices in the English Department at Kabul University

A Reflective Practitioner: An Undeniable Urgent Role for EFL Teachers in Digital Era

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