Teacher subjectivity regarding assessment: exploring English as a foreign language teachers' conceptions of assessment theories that influence student learning.

Autor/inn/en	Seden, Kinley; Svaricek, Roman
Titel	Teacher subjectivity regarding assessment: exploring English as a foreign language teachers' conceptions of assessment theories that influence student learning. Paralleltitel: Subjektivnost uciteljev pri ocenjevanju: raziskovanje pojmovanj teorij ocenjevanja, ki vplivajo na ucenjeucencev, pri uciteljih anglescine kot tujega jezika.
Quelle	In: CEPS journal, 8 (2018) 3, S. 119-139Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
DOI	10.26529/cepsj.500
URN	urn:nbn:de:0111-pedocs-160089
Schlagwörter	Interview; Unterrichtsbeobachtung; Subjektive Theorie; Subjektivität; Sekundarstufe I; Lehrer; Lehrerfortbildung; Schüler; Schülerbeurteilung; Lernen; Fremdsprachenunterricht; Englischunterricht; Überzeugung; Einflussfaktor; Tschechische Republik
Abstract	Evidence shows that teachers' beliefs about the purpose of assessment are relevant with regard to how assessment is planned and implemented in classroom settings. Using a range of data sources, this qualitative interpretive study examined how 10 English as a Foreign Language teachers in Czech lower secondary schools perceived their assessment beliefs (subjective theories) and how these beliefs influenced their assessment practices within the classroom. The findings showed that although the majority of the teachers used a wide range of sources to construct their subjective theories of assessment, most of their assessment practices are still based on old-fashioned routines and in contradiction of previous research findings. An analysis of the importance of assessment practices revealed that grading, testing, questioning, and verbal feedback were used often, while self-, peer, written, and portfolio assessments were the least exercised options. Furthermore, the results indicated that the majority of the teachers used assessment for managing behaviour and for certification rather than to improve teaching and learning. The results also suggested that introducing targeted professional development courses that aim to create innovative assessment practices could contribute to transforming teaching and learning for better student learning. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2019/1