Feedback of Undergraduate Students of Educational Faculty on the Assessment of Foreign Language Teaching at their High schools with Regard to Formative Assessment

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F21%3A73611254" target="_blank" >RIV/61989592:15410/21:73611254 - isvavai.cz</a>

Výsledek na webu

<a href="https://doivup.upol.cz/artkey/doi-990004-9400_AKTUALNI_PROBLEMY_PEDAGOGIKY_VE_VYZKUMECH_STUDENTU_DOKTORSKYCH_STUDIJNICH_PROGRAMU_XVI_Working_Academics_Value_.php?back=/doilist.php?nsgroup=PDF&wide=1" target="_blank" >https://doivup.upol.cz/artkey/doi-990004-9400_AKTUALNI_PROBLEMY_PEDAGOGIKY_VE_VYZKUMECH_STUDENTU_DOKTORSKYCH_STUDIJNICH_PROGRAMU_XVI_Working_Academics_Value_.php?back=/doilist.php?nsgroup=PDF&wide=1</a>

DOI - Digital Object Identifier

—

Jazyk výsledku

angličtina

Název v původním jazyce

Feedback of Undergraduate Students of Educational Faculty on the Assessment of Foreign Language Teaching at their High schools with Regard to Formative Assessment

Popis výsledku v původním jazyce

This paper aims to find out, on the basis of feedback of first-year students at university, how students perceive different forms of formative assessment that they encountered at high school in the area of foreign language learning. According to the presented results, students found the assessment mostly helpful and important in terms of their studying. We can also claim, that in most cases the assessment was done in a formative way as an evidence of learning (in terms of where they are in their educational process and how to best get there) seems to be apparent in students’ answers. On the other hand, peer-assessment seems to be neglected.

Název v anglickém jazyce

Feedback of Undergraduate Students of Educational Faculty on the Assessment of Foreign Language Teaching at their High schools with Regard to Formative Assessment

Popis výsledku anglicky

This paper aims to find out, on the basis of feedback of first-year students at university, how students perceive different forms of formative assessment that they encountered at high school in the area of foreign language learning. According to the presented results, students found the assessment mostly helpful and important in terms of their studying. We can also claim, that in most cases the assessment was done in a formative way as an evidence of learning (in terms of where they are in their educational process and how to best get there) seems to be apparent in students’ answers. On the other hand, peer-assessment seems to be neglected.

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

2021

Kód důvěrnosti údajů

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

Název statě ve sborníku

Aktuální problémy pedagogiky ve výzkumech studentů doktorských studijních programů XVI

ISBN

978-80-244-6011-6

ISSN

—

e-ISSN

—

Počet stran výsledku

9

Strana od-do

362-370

Název nakladatele

Univerzita Palackého v Olomouci

Místo vydání

Olomouc

Místo konání akce

Olomouc

Datum konání akce

4. 11. 2020

Typ akce podle státní příslušnosti

CST - Celostátní akce

Kód UT WoS článku

—