Afghan English Teachers' and Students' Perceptions of Formative Assessment: A Comparative Analysis

Autor/inn/en	Golzar, Jawad; Momenzadeh, Seyed Ebrahim; Miri, Mir Abdullah
Titel	Afghan English Teachers' and Students' Perceptions of Formative Assessment: A Comparative Analysis
Quelle	In: Cogent Education, 9 (2022) 1, Artikel 2107297 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Golzar, Jawad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2022.2107297
Schlagwörter	Foreign Countries; Language Teachers; Teacher Attitudes; Second Language Instruction; English (Second Language); College Students; Student Attitudes; Student Evaluation; Formative Evaluation; Self Evaluation (Individuals); Interaction; Learning Motivation; Differences; Evaluation Criteria; Grading; Afghanistan + Suchen Sie Ihr Suchwort? Ausland; Language teacher; Sprachunterricht; Lehrerverhalten; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Collegestudent; Schülerverhalten; Schulnote; Studentische Bewertung; Interaktion; Motivation for studies; Lernmotivation; Unterscheiden; Notengebung
Abstract	This study investigates the perceptions of teachers and students toward formative assessment (FA) in higher education settings. The researchers developed a four-construct perception scale, namely self-assessment, interactive formal assessment, in-class diagnostic assessment, and subjective assessment. Data were collected from 216 participants--91 teachers and 125 students. The findings demonstrated that both teachers and students have identically perceived interactive and in-class diagnostic assessments. Nonetheless, they distinctively perceived self-assessment and subject performance assessment demonstrating a significant difference. The students reported self-assessment greater than the teachers, whereas they perceived the subject-performance assessment lower compared to the teachers. The findings suggest that English as a foreign language (EFL) or English as a second language (ESL) learners benefit from formative assessment if teachers evaluate students' progress based on their own development rather than being evaluated in comparison to other students' development. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01