Assessment and Grading - Perception of Pre-Service English Teachers

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216275%3A25210%2F21%3A39918287" target="_blank" >RIV/00216275:25210/21:39918287 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.researchgate.net/publication/357956737_Assessment_and_Grading_-_Perception_of_Pre-Service_English_Teachers" target="_blank" >https://www.researchgate.net/publication/357956737_Assessment_and_Grading_-_Perception_of_Pre-Service_English_Teachers</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Assessment and Grading - Perception of Pre-Service English Teachers

Popis výsledku v původním jazyce

This article aims to explore test evaluation through the eyes of future English teachers. Firstly, the topic is linked to the wider context of modern approaches to future teacher education and school evaluation and then narrowed to test evaluation itself. Secondly, a survey, whose participants were second-year undergraduate prospective teachers, is introduced. As a part of developing their assessment literacy, they were asked to assess and grade a progress test, discuss it in the class and then reflect on the experience. The analysis of the data from the respondents’ handouts and open‐ended questionnaire items followed a constant comparative analysis and the result is an empirically grounded theoretical framework on pre-service teacher perception of assessing and grading. The findings show that the investigated pre-service teachers find evaluation a complex and difficult process and based on their experience of assessing and grading the identical test, they feel the urge to reconsider their current perception.

Název v anglickém jazyce

Assessment and Grading - Perception of Pre-Service English Teachers

Popis výsledku anglicky

This article aims to explore test evaluation through the eyes of future English teachers. Firstly, the topic is linked to the wider context of modern approaches to future teacher education and school evaluation and then narrowed to test evaluation itself. Secondly, a survey, whose participants were second-year undergraduate prospective teachers, is introduced. As a part of developing their assessment literacy, they were asked to assess and grade a progress test, discuss it in the class and then reflect on the experience. The analysis of the data from the respondents’ handouts and open‐ended questionnaire items followed a constant comparative analysis and the result is an empirically grounded theoretical framework on pre-service teacher perception of assessing and grading. The findings show that the investigated pre-service teachers find evaluation a complex and difficult process and based on their experience of assessing and grading the identical test, they feel the urge to reconsider their current perception.

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

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

Kód důvěrnosti údajů

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

Název periodika

Hradec Králové Journal of Anglophone Studies

ISSN

2336-3347

e-ISSN

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Svazek periodika

8

Číslo periodika v rámci svazku

1-2

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

25

Strana od-do

31-55

Kód UT WoS článku

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EID výsledku v databázi Scopus

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