Assessment Beliefs and Practices of Language Teachers in Primary Education

Autor/in	Büyükkarci, Kagan
Titel	Assessment Beliefs and Practices of Language Teachers in Primary Education
Quelle	In: International Journal of Instruction, 7 (2014) 1, S.107-120 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Foreign Countries; Formative Evaluation; Elementary School Teachers; Teacher Attitudes; Student Evaluation; English (Second Language); Second Language Instruction; Second Language Learning; English Teachers; Summative Evaluation; Questionnaires; Semi Structured Interviews; Statistical Analysis; Turkey + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Schulnote; Studentische Bewertung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; English language lessons; Englischunterricht; Fragebogen; Statistische Analyse; Türkei
Abstract	The use of assessment, the process of collecting information on student achievement and performance, has long been advocated so that learning cycles can properly be planned; instruction can be adjusted during the course of learning, and programs can be developed to enhance student learning. Shifting to a more pedagogical conception, the assessment moves from source of information to an inseparable part of teaching and learning. Theory and research propose that especially formative assessment can play a critical role in adjusting teaching for student learning because assessment for learning (formative assessment) provides information to be used as feedback to adjust the teaching and learning activities in which the students and teachers are engaged. This study aims to show primary school teachers' beliefs about formative assessment. Besides, the study reveals the information about English language teachers' real assessment practices in the primary education context. Despite course requirements, teachers' positive beliefs and attitudes, the results of the study show that language teachers do not apply formative assessment practices as required in the national curriculum. Instead of using assessment formatively, they mostly use assessment for summative purposes. (As Provided).
Anmerkungen	International Journal of Instruction. Usak University, College of Education, Ankara Izmir Yolu, 1 Eylul Kampusu, Usak, 64200, Turkey. Tel: +90-5357355455; e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01