Teachers’ Attitudes About Students’ Self-Assessment :, What Research Says And What Classrooms Reveal

Kadri, Nawal; Amziane, Hamid

doi:10.35269/1452-000-042-010

Cited by 2 publications

(6 citation statements)

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“…As Lee (2007) suggests, this lack of incongruence seems to be an indication of the lack of a symbiotic relationship between the different affordances that teachers drew upon to support SA implementation in writing classrooms. This finding is in line with the conclusions of Kadri (2017), who found that both Algerian teachers and the educational context do not support the implementation of SA in writing. In the same vein, it disagrees with Belachew et al (2015) who suggested that Ethiopian teachers were aware of SA, but due to lack of expertise, they did not integrate it into teaching writing.…”

Section: A Misaligned Sa Initiativessupporting

confidence: 90%

“…The second category of challenges in SA implementation is associated with several factors related to the workplace context, including heavy workloads, intensive writing course that does not provide sufficient training on SA, and the uncommonness of SA practice in EFL writing classrooms. These findings substantiate findings from previous works, which have highlighted, that teachers negatively perceived factors hindering the successful integration of SA in writing related to the students and the learning context (Kadri, 2017). It seems that integrating SA is not a straightforward process into practice, and the mediating factors mentioned in this study, such as teachers and students' beliefs and knowledge about how to take SA into practice may surface as challenges to its potential benefits.…”

Section: Challenges Of Sa Implementationsupporting

confidence: 89%

“…It appears that the participants of this study and the curriculum designers valued students' utilization of SA highly; as Zimmerman and Schunk (2001, p. 5) said, they are 'metacognitively, motivationally, and behaviorally active participants in their own learning'. However, both this study and Kadri's (2017) highlight that the context of SA implementation plays a major role in how SA is translated into practice. That is, the institutional focus on AoL tests measured formally against defined standards (Richards & Schmidt, 2010) may render the pedagogical process of catering to students' learning needs, maximizing feedback, and cultivating the role of teachers as facilitators of learning to write virtually ineffective (Black et al, 2004;Stiggins et al, 2004).…”

Section: A Misaligned Sa Initiativesmentioning

confidence: 89%

“…Research has highlighted a shortage of empirical research addressing the lack of synergy between socio-cultural affordances of integrating SA into learning to write in EFL contexts and teachers' perceptions of and experiences with this. In response to the new educational system adopted in Algerian universities, Kadri (2017) conducted a qualitative study to explore EFL teachers' classroom assessment practices and their beliefs about SA. Kadri (2017) concluded that despite teachers' positive attitudes about SA, they admitted that students in their writing classes were not involved in assessment of any kind.…”

Section: Previous Research On Samentioning

confidence: 99%

“…This finding contradicts previous research (eg. Belachew et al, 2015;Kadri, 2017). Belachew et al (2015), for instance, found that teachers did not allow time for students to practice SA in the classroom and that they reported no room for SA in their classrooms (Kadri, 2017).…”

Section: B Integration Of Sa In Writingmentioning

confidence: 99%

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An Inquiry Into EFL Teachers’ Perceptions of Integrating Student Self-Assessment Into Teaching Academic Writing at a Saudi University

Takrouni

Assalahi

2022

tpls

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This paper aims to explore EFL teachers’ perceptions of integrating student self-assessment into teaching writing to EFL students, in the preparatory year at an English language center at a Saudi university. Previous research has indicated that through reflection and metacognition, self-assessment can help students in EFL contexts learn to write and improve the quality of their writing. The bulk of this research, however, simplistically underestimates the socio-cultural context in which learning to write takes place, especially one where the symbiotic relationship between different affordances is far from problematic. Drawing on Vygotsky’s socio-cultural theory, this study explores how these affordances play out in the context of this study and how they impact the quality of learning to write, in EFL contexts. The sample consisted of 53 EFL teachers, exploring their perceptions of, and experiences with, integrating self-assessment into teaching writing to students in the academic English track (ELIS). A mixed methods design was employed, and the findings revealed that although teachers have positive perceptions about self-assessment and encourage its implementation in their writing classrooms, they lack professional support for integrating self-assessment into the various stages of writing. The findings also suggested that the integration of self-assessment into teaching writing is a complex process, and the chaotic relationship between curriculum design, assessment policy, professional development initiatives, and students’ and teachers’ beliefs, might contribute to a lack of engagement when integrating self-assessment into teaching writing. Finally, pertinent recommendations for teaching writing and future research about integrating self-assessment into teaching writing are suggested.

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Section: A Misaligned Sa Initiativessupporting

confidence: 90%

Section: Challenges Of Sa Implementationsupporting

confidence: 89%

Section: A Misaligned Sa Initiativesmentioning

confidence: 89%

Section: Previous Research On Samentioning

confidence: 99%

Section: B Integration Of Sa In Writingmentioning

confidence: 99%

See 3 more Smart Citations

An Inquiry Into EFL Teachers’ Perceptions of Integrating Student Self-Assessment Into Teaching Academic Writing at a Saudi University

Takrouni

Assalahi

2022

tpls

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Survey datasets of VIKKE assessment tool on children's Finnish Sign Language development

Syrj�l�,

Kanto

2024

Jyx

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Taking as a case in point Cypriot Arabic (CyAr), a severely endangered language spoken in Cyprus, this paper discusses the results of the research project MapCyArS (Mapping Cypriot Arabic speakers: An investigation into linguistic demography and the sociolinguistic profile of Kormakiote Maronites), funded by the A G Leventis Foundation at the University of Cyprus (2017-2020), and highlights the need to change the way we consider language testing and assessment to fit the sociolinguistic situation of less widely spoken, oral and/or endangered languages and their communities. In the case of CyAr, we need to consider the fact that it is a language of oral tradition that has suffered severe reduction on all linguistic levels and it is not a first language for people under 40 anymore.1 Although the CEFR is designed also for lesser used and taught languages, it has nevertheless been applied to very few, among them: Catalan, Galician, Basque, Friulan or Welsh, etc., which are officially recognized within their respective areas of use. Conversation Verbal L2 vs Verbal L1The task consists of using CyGr or translanguaging to provide short answers to questions asked in CyAr LEVEL 1 LEVEL 0 Fails to understand CyAr and correctly respond in SG 3 /(Cy)Gr Correctly understands CyAr and responds in SG/(Cy)Gr 5 Conversation Verbal L2 vs Verbal L2 The task consists of using CyAr to provide short answers to questions asked in CyAr LEVEL 1 LEVEL 2 LEVEL 0 Fails to understand and correctly respond in CyAr Correctly understands common sentences and responds in CyAr Correctly understands a wide range of conversation 6 Metalinguistic/ Grammatical Verbal L2 vs Verbal L2The task consists of completing orally metalinguistic or grammatical tasks such as declining a verb, giving the plural of a noun, translating etc. LEVEL 1 LEVEL 2 LEVEL 0Unable to accomplish any metalinguistic task Able to accomplish simple metalinguistic tasks Able to accomplish complex metalinguistic tasks Conclusion 3Designing an assessment test for an endangered oral language like CyAr is a complex objective that needs to take into consideration the oral character of CyAr, its endangered situation and the advanced state of its replacement by (Cy)Gr.The oral character of CyAr suggests that we move away from reading and writing as means to evaluate oral skills. Its endangered situation suggests that traditional approaches in testing and assessment by level of competence (A1, A2, etc.) should be abandoned in favour of a more flexible type of evaluation. The advanced state of CyAr replacement by (Cy)Gr leads towards a more flexible use of language resources to evaluate speakers' proficiency, and invites us to capitalize on the use of (Cy)Gr or translanguaging to do so. The project is, therefore, also an opportunity to re-examine the baselines of language assessment used for modern languages in order to adapt them to conditions of orality and severe endangerment.

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Teachers’ Attitudes About Students’ Self-Assessment :, What Research Says And What Classrooms Reveal

Cited by 2 publications

References 0 publications

An Inquiry Into EFL Teachers’ Perceptions of Integrating Student Self-Assessment Into Teaching Academic Writing at a Saudi University

An Inquiry Into EFL Teachers’ Perceptions of Integrating Student Self-Assessment Into Teaching Academic Writing at a Saudi University

Survey datasets of VIKKE assessment tool on children's Finnish Sign Language development

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