Formative Assessment in EFL Writing: An Exploratory Case Study

Autor/in	Lee, Icy
Titel	Formative Assessment in EFL Writing: An Exploratory Case Study
Quelle	In: Changing English: Studies in Culture and Education, 18 (2011) 1, S.99-111 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-684X
DOI	10.1080/1358684X.2011.543516
Schlagwörter	Formative Evaluation; English (Second Language); Second Language Instruction; Writing Instruction; Case Studies; Evaluation Methods; Language Teachers; Teaching Methods; Student Attitudes; Feedback (Response); Prewriting; Self Evaluation (Individuals); Peer Evaluation; Grades (Scholastic); Questionnaires; Interviews; Pretests Posttests; Observation; Qualitative Research; Statistical Analysis; Foreign Countries; Secondary Education; Hong Kong + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Schreibunterricht; Case study; Fallstudie; Case Study; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Notenspiegel; Fragebogen; Interviewing; Interviewtechnik; Beobachtung; Qualitative Forschung; Statistische Analyse; Ausland; Sekundarbereich; Hongkong
Abstract	In second-language writing, assessment has traditionally focused on the written products and how well (or badly) students perform in writing. Teachers dominate the assessment process as testers, while students remain passive testees. Assessment is something teachers "do to" rather than '"with" students, mainly for administrative and reporting purposes (i.e. summative). Such assessment, being more retrospective than prospective, holds little value for teaching and learning. In recent years, with a major paradigm shift in assessment and evaluation in English language teaching, writing assessment informed primarily by a product and summative orientation, is considered increasingly inadequate. Such assessment, which focuses on measurement--i.e. marking, monitoring and checking, fails to capture the formative potential of assessment for promoting learning. A formative approach to assessment, on the other hand, focuses more on inquiry--i.e. discovering, diagnosing and understanding, as well as the opportunities assessment provides for improving teaching and learning. To harness the potential of formative assessment in the writing classroom, it is axiomatic that classroom assessment practices be geared towards maximizing student learning. This provides the impetus for my study, which investigates an EFL teacher's attempt to implement formative assessment in her writing classroom and its impact on her classroom practice and students' beliefs and attitudes to writing. (As Provided).
Anmerkungen	Routledge. 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	2020/1/01