Classroom Assessment Practices of English Language Instructors

Autor/inn/en	Özdemir-Yilmazer, Meryem; Özkan, Yonca
Titel	Classroom Assessment Practices of English Language Instructors
Quelle	In: Journal of Language and Linguistic Studies, 13 (2017) 2, S.324-345 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Özdemir-Yilmazer, Meryem) ORCID (Özkan, Yonca)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; High Stakes Tests; Alternative Assessment; Decision Making; Language Tests; Private Colleges; State Universities; Questionnaires; Language Teachers; Classroom Techniques; Statistical Analysis; Higher Education; College Faculty; Teacher Attitudes; Formative Evaluation; Educational Policy; Foreign Countries; Student Evaluation; Turkey + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Decision-making; Entscheidungsfindung; Language test; Sprachtest; Privathochschule; Staatliche Universität; Fragebogen; Language teacher; Sprachunterricht; Klassenführung; Statistische Analyse; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Lehrerverhalten; Politics of education; Bildungspolitik; Ausland; Schulnote; Studentische Bewertung; Türkei
Abstract	Assessment of students is an essential part of instruction in both teaching and learning. With the recognition of alternative assessment methods, classroom assessment has gained attention focusing on learning of students. However, high-stakes testing turns classroom assessment into teachers' high stakes decisions, ignoring the development of learners. In the context of language teaching at tertiary level, school of foreign languages serves as a gatekeeper by deciding on whether new students are proficient enough to start their professional education. Therefore, these schools impose a proficiency exam whose impact is relatively high-stakes. Thus, this study aims to have a descriptive investigation of the classroom assessment practices of instructors by considering the purpose, methods, and procedures of assessment and compares the context between state and private universities. The data was collected through survey questionnaire which includes both multiple choice and open-ended questions. Based on the quantitative and qualitative data, the results depicted that uniformity regarding classroom assessment practices of the instructors was observed; however, to what extent this uniformity embraces formative assessment practices needs to be further explored. The study also implies instructors' need for such training that involves theoretical and practical aspects of classroom assessment at both pre-service and in-service level. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01