Reform in Assessment:  Teachers’ Beliefs and Practices

Othman, Juliana

doi:10.22190/jtesap1803501o

Cited by 3 publications

(4 citation statements)

References 10 publications

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“…Results of the present study revealed that the participants believed in the importance of language assessment, which is in line with the findings of Othman (2018). The participants had a good understanding of the different aims of language assessment such as measuring learners' achievement (the aim stated by Nation & Macalister, 2010), evaluating learners' progress, and evaluating learners' weaknesses and strengths (the aim highlighted by Ur, 2012).…”

Section: Discussionsupporting

confidence: 88%

“…Several studies on language teachers' beliefs and practices of assessment have been conducted particularly in the school context (e.g., Al-Harrasi et al, 2021;Hussain et al, 2019;Narathakoon et al, 2020;Othman, 2018;Seden & Švaříček, 2018;Wafa, 2021). Wafa (2021) explored three English language teachers' beliefs and practices regarding classroom assessment.…”

Section: Teachers' Beliefs About Language Assessmentmentioning

confidence: 99%

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Teachers’ Beliefs About Classroom Language Assessment: Collaborative Discussion as a Mediational Space

Tajeddin,

Aryaeian

2024

TEFLIN

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In recent years, numerous studies have been conducted on language teachers’ beliefs about language assessment; however, teachers’ collaborative discussion as a mediational tool has received scant attention. The present study aimed to investigate non-native language teachers’ beliefs about classroom language assessment regarding features of effective assessment, assessment of learners by teachers, peers, and themselves, benefits of assessment, informal assessment vs. formal assessment, and continuous assessment. Participants of the study were positioned in two collaborative discussion groups of novice and experienced teachers. Analysis of the data indicated that the teachers in each focus group held similar beliefs about most of the issues on classroom language assessment. The findings also demonstrated that the participants believed in the important role of classroom language assessment for different purposes, the utilization of both informal and formal assessment, and the utilization of continuous assessment as a fair mode of assessment. Furthermore, they believed that classroom language assessment should accurately assess what is taught in the course while focusing on all four language skills and sub-skills. Although they had positive attitudes toward teacher assessment and self-assessment, they were not in favor of peer assessment. The results of this study have implications for teacher education as adequate attention should be paid to teachers’ assessment beliefs due to their vital role in classroom assessment. Collaborative discussions can be enacted in teacher education to shape and reshape teachers' assessment beliefs.

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Section: Discussionsupporting

confidence: 88%

Section: Teachers' Beliefs About Language Assessmentmentioning

confidence: 99%

Teachers’ Beliefs About Classroom Language Assessment: Collaborative Discussion as a Mediational Space

Tajeddin,

Aryaeian

2024

TEFLIN

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“…In current study, questionnaire data has proven the opposite. Based on literature provided (Borg, 2018;Chen et al, 2014;Othman, 2019), positive teachers' beliefs can lead to positive classroom practices hence if many of Pahang pre-school teachers have positive beliefs in the teaching of English at pre-school level, the quality of English proficiency among the people living in Pahang can be considerably improved.…”

Section: Discussionmentioning

confidence: 99%

Pre-school Teachers’ Beliefs towards Their Abilities of Teaching English to Pre-schoolers in Pahang, Malaysia

Rosli

Radzuan

2020

aulad

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Recent studies have revealed that English has become a global language that is commonly used, particularly in the education sector, for various purposes. In the education sector, teachers serve as the most important role model in improving learners’ English language competency. Evidently, at the age of 4 to 6 years old, preschoolers are proven to be able to learn a second language sufficiently hence it is critical for pre-school teachers to be able to teach English to the children at this stage precisely. English, however, is not set to become one of the major requirements for pre-school teachers, especially in Pahang, Malaysia. Due to this, the beliefs of the pre-school teachers initiate a critical indicator in deciding if, given the circumstances, pre-school children can receive adequate English inputs and exposure at their age. The aim of this study is to identify the beliefs of pre-school teachers in their ability of teaching English to preschoolers in Pahang, Malaysia. In the study, 60 pre-school teachers in Pahang were given a set of questionnaires consisting of 14 items and all 60 were returned. In the pilot study, the questionnaire showed a 0.9 Cronbach alpha value indicating a high reliability point. The findings of this study suggest a much more positive view of teachers’ beliefs in pre-school English teachings. This can become a stimulus for the growth of English proficiency among Malaysian children and consequently improve the standard of English in Malaysia in the future.

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“…Teachers who believe in the value and importance of formative assessment in education will provide constructive feedback to students, thereby improving student learning outcomes. (Othman, 2019). However, further research on the challenges and obstacles faced by teachers to implement assessment in the classroom should be done (Roehrig & Kruse, 2005).…”

Section: Introductionmentioning

confidence: 99%

Assessment Value: A Systematic Literature Review on Assessment As, For and of Learning in School

Othman,

Osman,

Othman

2024

IJARPED

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Assessment is a process to assess students' knowledge, skills, and tendencies through the process of collecting and analyzing information. The value or importance of assessment is important because teachers play a role in assessing student achievement and planning teaching strategies. This study aims to identify articles that discuss assessment as, for and of learning; connecting the assessment approach with teachers' beliefs about the importance of assessment and evaluating the importance of assessment approach to teacher assessment practices and student learning. A total of 27 articles were selected based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) model. The findings show that assessment as learning is discussed in four articles, assessment for learning is discussed in 25 articles and assessment of learning is discussed in four articles. Based on the number of articles that discuss assessment approaches, the value of assessment for learning is seen as more important than assessment as and of learning. This study has the potential to provide information for teachers and policy makers to focus on a more effective assessment approach in improving student development. Further studies can be carried out through qualitative research methods and the construction of specific instruments on assessment values.

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Reform in Assessment: Teachers’ Beliefs and Practices

Cited by 3 publications

References 10 publications

Teachers’ Beliefs About Classroom Language Assessment: Collaborative Discussion as a Mediational Space

Teachers’ Beliefs About Classroom Language Assessment: Collaborative Discussion as a Mediational Space

Pre-school Teachers’ Beliefs towards Their Abilities of Teaching English to Pre-schoolers in Pahang, Malaysia

Assessment Value: A Systematic Literature Review on Assessment As, For and of Learning in School

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