English as a Foreign Language (EFL) Teachers’ Perceptions of Fair Assessment
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F19%3A00109131" target="_blank" >RIV/00216224:14210/19:00109131 - isvavai.cz</a>
Result on the web
<a href="http://dx.doi.org/10.21549/NTNY.25.2019.1.2" target="_blank" >http://dx.doi.org/10.21549/NTNY.25.2019.1.2</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.21549/NTNY.25.2019.1.2" target="_blank" >10.21549/NTNY.25.2019.1.2</a>
Alternative languages
Result language
angličtina
Original language name
English as a Foreign Language (EFL) Teachers’ Perceptions of Fair Assessment
Original language description
Although assessment is crucial, we know less about how assessment is understood and administered by teachers. The following study explored insight into lower secondary EFL teachers’ perceptions of fair assessment and the types of assessment that worked and those that did not work in their classes. The data was processed through individual semi-structured interviews with ten (grades 7-9) English as a Foreign Language teachers representing seven lower secondary schools in the Czech Republic. The concept of fair assessment and assessment that worked or not were identified, analysed and interpreted. The findings showed use of specific and focused assessment criteria and assessment that is non-judgemental, honest and transparent as fair assessment. Results indicated verbal assessment to be the best example of assessment that work while self-peer as assessment that doesn’t work with students. Although assessment is crucial, we know less about how assessment is understood and administered by teachers. The following study explored insight into lower secondary EFL teachers’ perceptions of fair assessment and the types of assessment that worked and those that did not work in their classes.
Czech name
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Czech description
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Classification
Type
J<sub>ost</sub> - Miscellaneous article in a specialist periodical
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
R - Projekt Ramcoveho programu EK
Others
Publication year
2019
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Neveléstudomány
ISSN
2063-9546
e-ISSN
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Volume of the periodical
2019
Issue of the periodical within the volume
Education Sciences Journal
Country of publishing house
HU - HUNGARY
Number of pages
11
Pages from-to
20-30
UT code for WoS article
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EID of the result in the Scopus database
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