Assessment orientations of state primary EFL teachers in two mediterranean countries.

Autor/in	Tsagari, Dina
Titel	Assessment orientations of state primary EFL teachers in two mediterranean countries. Paralleltitel: Usmeritve drzavnih osnovnosolskih uciteljev anglescine kot tujega jezika na podrocju preverjanja/ocenjevanja v dveh mediteranskih drzavah.
Quelle	In: CEPS journal, 6 (2016) 1, S. 9-30Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
URN	urn:nbn:de:0111-pedocs-120466
Schlagwörter	Empirische Untersuchung; Interview; Kompetenzmessung; Standardisierter Test; Grundschule; Lehrer; Klassenarbeit; Schülerleistung; Fremdsprachenunterricht; Englischunterricht; Griechenland; Zypern
Abstract	Many researchers have highlighted the central role that assessment plays in second language (L2) classrooms and have expressed the need for research into classroom-based language assessment (CBLA), an area that is gradually coming into its own in the feld of language testing and assessment (e.g., Hasselgreen, 2008; Leung, 2014; Hill & McNamara, 2012; Turner, 2012). Motivated by the prominence of CBLA in recent discussions, the present study set out to investigate the CBLA practices, knowledge and skills of Greek and Cypriot primary school EFL teachers. The data was collected through teacher interviews and classroom-based tests. The results showed that teachers employ a summative orientation towards evaluating their students' performance and seem to have unclear ideas about the purposes and implementation of formative assessment, mainly due to lack of professional training in language assessment. The paper concludes with suggestions as to how EFL teachers' CBLA literacy can be enhanced. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2016/3