English as a Foreign Language (EFL) Teachers’ Perceptions of Fair Assessment

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

English as a Foreign Language (EFL) Teachers’ Perceptions of Fair Assessment

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

English as a Foreign Language (EFL) Teachers’ Perceptions of Fair Assessment

Popis výsledku anglicky

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.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

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

Projekt

—

Návaznosti

R - Projekt Ramcoveho programu EK

Rok uplatnění

2019

Kód důvěrnosti údajů

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

Název periodika

Neveléstudomány

ISSN

2063-9546

e-ISSN

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Svazek periodika

2019

Číslo periodika v rámci svazku

Education Sciences Journal

Stát vydavatele periodika

HU - Maďarsko

Počet stran výsledku

11

Strana od-do

20-30

Kód UT WoS článku

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EID výsledku v databázi Scopus

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