Teacher Subjectivity Regarding Assessment: Exploring English as a Foreign Language Teachers’ Conceptions of Assessment Theories that Influence Student Learning
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F18%3A00134856" target="_blank" >RIV/00216224:14210/18:00134856 - isvavai.cz</a>
Result on the web
<a href="https://ojs.cepsj.si/index.php/cepsj/article/view/500/300" target="_blank" >https://ojs.cepsj.si/index.php/cepsj/article/view/500/300</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.26529/cepsj.500" target="_blank" >10.26529/cepsj.500</a>
Alternative languages
Result language
angličtina
Original language name
Teacher Subjectivity Regarding Assessment: Exploring English as a Foreign Language Teachers’ Conceptions of Assessment Theories that Influence Student Learning
Original language description
Evidence shows that teachers’ beliefs about the purpose of assessment are relevant with regard to how assessment is planned and implemented in classroom settings. Using a range of data sources, this qualitative interpretive study examined how 10 English as a Foreign Language 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 are still based on old-fashioned routines and in contradiction of previous research findings. An analysis of the importance of assessment practices revealed that grading, testing, questioning, and verbal feedback were used often, while self-peer, written, and portfolio assessments were the least exercised options. Furthermore, the results indicated that the majority of the teachers used assessment for managing behaviour and for certification rather than to improve teaching and learning. The results also suggested that introducing targeted professional development courses that aim to create innovative assessment practices could contribute to transforming teaching and learning for better student learning.
Czech name
—
Czech description
—
Classification
Type
J<sub>SC</sub> - Article in a specialist periodical, which is included in the SCOPUS database
CEP classification
—
OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
—
Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2018
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Center for Educational Policy Studies Journal
ISSN
1855-9719
e-ISSN
2232-2647
Volume of the periodical
8
Issue of the periodical within the volume
3
Country of publishing house
SI - SLOVENIA
Number of pages
21
Pages from-to
119-139
UT code for WoS article
—
EID of the result in the Scopus database
2-s2.0-85056659526