Teacher Subjectivity Regarding Assessment: Exploring English as a Foreign Language Teachers’ Conceptions of Assessment Theories that Influence Student Learning

Seden, Kinley; Švaříček, Roman

doi:10.26529/cepsj.500

Cited by 16 publications

(7 citation statements)

References 38 publications

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“…A similar pattern of teachers' beliefs and classroom practices to the Polish one was found in the Czech Republic by Seden and Svaricek (2018). Their case study included ten English teachers, whose assessment practice could also be characterised by a predominant use of summative assessment and little use of self-and peer assessment, or student portfolios.…”

Section: Teachers' (Language) Assessment Literacymentioning

confidence: 60%

The Evolving Concept of (Language) Assessment Literacy. Implications for Teacher Education

Csépes

2021

CEJER

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Language teachers’ assessment knowledge and skills have received considerable attention from language assessment researchers over the past few decades (Davison & Leung, 2009; Hill & McNamara, 2012; Rea-Dickins, 2001; Taylor, 2013). This seems to be linked to the increased professionalism expected of them in classroom-based assessments. However, teachers seem to face a number of challenges, including how large-scale standardized language exams influence their classroom assessment practices. Teachers’ assessment literacy, therefore, needs to be examined in order to explain their assessment decisions. In this paper, we review the concept of (language) assessment literacy, how it has evolved and how it is conceptualized currently. Recent interpretations seem to reflect a multidimensional, dynamic and situated view of (language) assessment literacy. Implications for teacher education are also highlighted by presenting research findings from studies that explored teachers’ and teacher candidates’ assessment literacy in various educational contexts. As a result, we can identify some common patterns in classroom assessment practices as well as context-specific training needs. Finally, we make a recommendation for tackling some of the challenges language teachers are facing in relation to classroom-based assessment in the Hungarian context.

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Section: Teachers' (Language) Assessment Literacymentioning

confidence: 60%

The Evolving Concept of (Language) Assessment Literacy. Implications for Teacher Education

Csépes

2021

CEJER

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“…The limitations of the study were that only a small sample was selectedonly four schools participated. Seden and Svaricek (2018) admitted that giving oral marks to students involve a subjective element, therefore it can also be regarded as a limitation. Assessing oral marks must be strengthened by providing support to teachers when assessing, e.g., workshops on how to do oral assessment since oral assessment is part and parcel of the CAPS prescriptions (DoBE, 2015).…”

Section: Discussionmentioning

confidence: 99%

An analysis of learners' spoken English in public and private schools

Vukosi¹,

Smith²,

Rautenbach³

et al. 2021

PLING

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This study explored the various aspects of Grade 12 English as a first additional language (EFAL) learners’ oral proficiency and compared the different aspects of poor oral achievement in selected public and private schools in Gauteng, South Africa. Furthermore, it investigated reasons for the difference in the level of English oral proficiency of the learners in these schools. The difference in the level of English language proficiency was found to be linked to several sociolinguistic factors and environments that exert an influence on the teaching and learning environment. The South African learning environment is characterised by multicultural learners who attain English as a FAL. Public schools are state-governed schools and private schools are independent, often found in the CBD and owned by private stakeholders. The private schools are not necessarily elitist or wealthier than public schools in Gauteng which is a densely populated area. Learners’ oral proficiency was compared to determine which environment was perceived to facilitate the desired advanced level of English oral proficiency. The main question was: Which areas related to the oral English Language proficiency of Grade 12 FET English FAL learners need to be addressed and how does this differ between learners from private and public schools? This study dealt with the learner responses of stakeholders and FET Grade 12 learners in Gauteng in former model-C public schools in Soshanguve and private schools in the CBD of Tshwane. A mixed-methods research approach was followed in order to highlight specific areas and to uncover discrepancies pertaining to poor oral English language proficiency. This is followed by qualitative, semi-structured interview responses to clarify the central focus of the study. The findings also confirmed that a limited vocabulary, due to inadequate exposure to English at home was considered the primary cause of the problem.

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“…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%

“…In the context of Thailand, Narathakoon et al's (2020) study showed incongruencies between the Thai EFL teachers' beliefs and practices of classroom assessment, which were caused by contextual factors such as national educational policy, time limitations, and teachers' workload. Similarly, Seden and Švaříček's (2018) study examined how 10 EFL teachers in Czech lower secondary schools perceived their assessment beliefs (subjective theories) and how these beliefs influenced their assessment practices within the classroom. The findings showed that although the majority of the teachers used a wide range of sources to construct their subjective theories of assessment, most of their assessment practices were based on old-fashioned routines.…”

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 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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Teacher Subjectivity Regarding Assessment: Exploring English as a Foreign Language Teachers’ Conceptions of Assessment Theories that Influence Student Learning

Cited by 16 publications

References 38 publications

The Evolving Concept of (Language) Assessment Literacy. Implications for Teacher Education

The Evolving Concept of (Language) Assessment Literacy. Implications for Teacher Education

An analysis of learners' spoken English in public and private schools

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

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