Test Assessment: Grading Practice (A Comparison Study of Preservice English Teachers and Inservice English Teachers in the Czech Republic)

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216275%3A25210%2F23%3A39922726" target="_blank" >RIV/00216275:25210/23:39922726 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.dpublication.com/abstract-of-7th-icnaeducation/29-ion7-3789/" target="_blank" >https://www.dpublication.com/abstract-of-7th-icnaeducation/29-ion7-3789/</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.33422/7th.icnaeducation.2023.09.002" target="_blank" >10.33422/7th.icnaeducation.2023.09.002</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Test Assessment: Grading Practice (A Comparison Study of Preservice English Teachers and Inservice English Teachers in the Czech Republic)

Popis výsledku v původním jazyce

The present study aims to explore the realm of test assessment by examining variations in grading by distinct evaluators within the context of the Czech Republic. Specifically, this research investigates both preservice and inservice teachers of English, comparing their grading practices. We conducted a quantitative data analysis in our survey. The data were collected through a questionnaire, where the participants were asked to assess a sample of the same completed progress test. To statistically compare the samples, we employed a non-parametric Mann-Whitney test, Levene&apos;s test and the χ2 test, and a simple linear regression model. The research findings offer valuable insights into the subjectivity and variability of grades. However, the main results indicate no significant differences in terms of variability in scores or the grades assigned by preservice and inservice teachers to an identical test. This study is anticipated to contribute to the understanding of grading in/consistency within the context of English test assessment. Moreover, the outcomes may have implications for teacher training programs, curriculum development, and the enhancement of assessment practices. The study provides a basis for re-evaluating the predominant use of grades in Czech primary schools and emphasizes the need to incorporate this knowledge into preservice teacher education.

Název v anglickém jazyce

Test Assessment: Grading Practice (A Comparison Study of Preservice English Teachers and Inservice English Teachers in the Czech Republic)

Popis výsledku anglicky

The present study aims to explore the realm of test assessment by examining variations in grading by distinct evaluators within the context of the Czech Republic. Specifically, this research investigates both preservice and inservice teachers of English, comparing their grading practices. We conducted a quantitative data analysis in our survey. The data were collected through a questionnaire, where the participants were asked to assess a sample of the same completed progress test. To statistically compare the samples, we employed a non-parametric Mann-Whitney test, Levene&apos;s test and the χ2 test, and a simple linear regression model. The research findings offer valuable insights into the subjectivity and variability of grades. However, the main results indicate no significant differences in terms of variability in scores or the grades assigned by preservice and inservice teachers to an identical test. This study is anticipated to contribute to the understanding of grading in/consistency within the context of English test assessment. Moreover, the outcomes may have implications for teacher training programs, curriculum development, and the enhancement of assessment practices. The study provides a basis for re-evaluating the predominant use of grades in Czech primary schools and emphasizes the need to incorporate this knowledge into preservice teacher education.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2023

Kód důvěrnosti údajů

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

Název statě ve sborníku

Proceedings of The 7th International Conference on New Approaches in Education

ISBN

978-609-485-464-4

ISSN

—

e-ISSN

—

Počet stran výsledku

19

Strana od-do

18-37

Název nakladatele

Diamond Scientific Publication

Místo vydání

Vilnius

Místo konání akce

Barcelona

Datum konání akce

22. 9. 2023

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

—