Inclusive and fair assessment in foreign language education: The role of fundamental attribution error in the evaluation of students’ performance

Pfingsthorn, Joanna; Weltgen, Julia

doi:10.1016/j.ijedro.2022.100160

Cited by 5 publications

(2 citation statements)

References 28 publications

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“…Moreover, the results of the assessment will ultimately provide information to stakeholders (teachers, schools, parents) on what students have learned, how well they have learned, and in what areas students still have to struggle to master the learning contents (Lan & Fan, 2019;Rea-Dickins, 2001;Rea-Dickins, 2008). To sum up, assessment aims to collect relevant information on the student's performance in terms of their knowledge, abilities, understanding, attitudes, and motivation (Ioannou-Georgiou & Pavlou, 2003;Pfingsthorn & Weltgen, 2022) and to identify the effectiveness of instructional methods used by teachers to facilitate students to learn better (Lan & Fan, 2019). This is why assessment has a noteworthy role in educational landscapes.…”

Section: Introductionmentioning

confidence: 99%

HOTS-based language assessment literacy: Challenges and prospects in English language teaching

Sumardi

Guci

2023

Indonesian J. Appl. Linguist.

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The issues of inaccurate and invalid language assessment were mainly due to teachers’ lower level of assessment literacy and teachers' inadequate skills to design higher-order thinking skills (henceforth HOTS) based language assessments. Thus, this paper aims to mainly portray teachers’ HOTS-based language assessment literacy in English language teaching (ELT) classrooms after they participated in training on HOTS-based language assessment. A case study was employed, and forty-three ELT teachers from secondary schools voluntarily participated in the current study. Some of them were interviewed, and the test items they constructed were analyzed to examine if their HOTS-based language assessment literacy was reflected in the quality of the test items. The findings showed that ELT teachers who engaged in training gained the basic level of knowledge and comprehension of HOTS-based language assessment. However, their knowledge and comprehension are not parallel with their skills in constructing HOTS-based test items. The paper ends with recommendations for the stakeholders (school principals, educational authorities, and training providers) responsible for designing future training programs to enhance ELT teachers' language assessment literacy.

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Section: Introductionmentioning

confidence: 99%

HOTS-based language assessment literacy: Challenges and prospects in English language teaching

Sumardi

Guci

2023

Indonesian J. Appl. Linguist.

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“…Inclusive education is a combination of providing special education with regular education in one unified education system (Afacan et al, 2021;Gorges et al, 2018;Sabando et al, 2019). In the implementation of inclusive education, all students receive the same support in the learning process in class (Moscardini, 2014;Pfingsthorn & Weltgen, 2022;Woodcock et al, 2022). It's just that students with special needs will get assistance from a special accompanying teacher.…”

Section: Introductionmentioning

confidence: 99%

Inclusive Learning in Elementary Schools Against Islamic Religious Education Lessons

Paulus

Raihan

Sutarjo

2022

ijss

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Learning Inclusive Islamic Religious Education in Elementary Schools still needs to be improved. religious learning must be carried out even if the child seems slow to learn (slow learner) in following Islamic religious lessons, taking into account the following matters: prepare teaching materials and materials to meet the unique and specific needs of students, the most effective learning methods to use in the delivery of learning materials or materials, provide continuous attention and motivation. Focus on paying attention so that students know that the teacher who teaches pays attention to them when in class, it is important to make eye contact when learning takes place, give appreciation and appreciation for their presence. parental support, encouragement and seriousness are closely related to slow children's learning outcomes. In qualitative research, the instrument or research tool is the researcher himself. The approach used in this study is to use a phenomenological approach. This study aims to examine the learning conditions of Inclusive Islamic Religious Education in Public Elementary Schools, as well as to analyze, evaluate and the learning model of Inclusive Islamic Religious Education in public elementary schools.

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Current Trends and Future Directions in ELT: Asset‐Based Language Assessment

Meniado

2024

The TESOL Encyclopedia of English Language Teaching

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The changing demographics of language learners and the shifting landscape of English language teaching (ELT) necessitate the adoption and implementation of a new language assessment paradigm that is inclusive, equitable, strengths‐driven, differentiated, multimodal, and multidimensional. The asset‐based language assessment, a responsive and transformative approach to assessing language learning, aims to respond to this pressing need. An empowering approach, it recognizes what learners know, understand, and can do in a given language, and builds on these in the design and implementation of language assessment practices. Respecting learner diversity in terms of assets, it offers language learners varied opportunities to demonstrate their learning. This entry explores the underlying theories, concepts, and practices that support the asset‐based language assessment approach. It also presents innovations and current practices that can be adopted by language classroom practitioners. It concludes with some possibilities and practicable recommendations for wider and more sustainable applications in various ELT contexts.

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Inclusive and fair assessment in foreign language education: The role of fundamental attribution error in the evaluation of students’ performance

Cited by 5 publications

References 28 publications

HOTS-based language assessment literacy: Challenges and prospects in English language teaching

HOTS-based language assessment literacy: Challenges and prospects in English language teaching

Inclusive Learning in Elementary Schools Against Islamic Religious Education Lessons

Current Trends and Future Directions in ELT: Asset‐Based Language Assessment

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