English language teachers' conceptions of assessment

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F23%3A00130341" target="_blank" >RIV/00216224:14410/23:00130341 - isvavai.cz</a>

Result on the web

<a href="https://www.frontiersin.org/articles/10.3389/feduc.2022.972005/full" target="_blank" >https://www.frontiersin.org/articles/10.3389/feduc.2022.972005/full</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3389/feduc.2022.972005" target="_blank" >10.3389/feduc.2022.972005</a>

Result language

angličtina

Original language name

English language teachers' conceptions of assessment

Original language description

Conceptions of assessment are critical to implementing new assessment policies since they influence how teachers understand, interpret, and implement new policies. This small-scale qualitative study investigated 12 secondary school English language teachers' views about the current secondary school assessment policy and their conceptions of assessment. The data were collected through in-depth interviews in Maputo, Mozambique. The findings suggest that most participants are unfamiliar with the current assessment policy. The participants conceive of assessment as extrinsically motivating students, improving teaching and learning, holding students accountable, reporting, compliance, and irrelevant. Some participants reported pure conceptions of assessment (either improvement or student accountability), while others reported mixed conceptions (either mixed school and student accountability and improvement and mixed student accountability and irrelevant). The emerging profiles of teachers' conceptions of assessment are expected to provide a starting point for a discussion about designing effective professional development programs in assessment literacy in Mozambique.

Czech name

—

Czech description

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Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

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OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

—

Continuities

S - Specificky vyzkum na vysokych skolach

Publication year

2023

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Frontiers in Education

ISSN

2504-284X

e-ISSN

2504-284X

Volume of the periodical

7

Issue of the periodical within the volume

article number 972005

Country of publishing house

CH - SWITZERLAND

Number of pages

15

Pages from-to

—

UT code for WoS article

000920702200001

EID of the result in the Scopus database

2-s2.0-85146754664