The Impact of Assessment for Learning on Students' Achievement in English for Specific Purposes: A Case Study of Pre-Medical Students at Khartoum University: Sudan

Autor/in	Al-Tayib Umar, Abdul Majeed
Titel	The Impact of Assessment for Learning on Students' Achievement in English for Specific Purposes: A Case Study of Pre-Medical Students at Khartoum University: Sudan
Quelle	In: English Language Teaching, 11 (2018) 2, S.15-25 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	English for Special Purposes; Second Language Learning; Second Language Instruction; Language Tests; Experimental Groups; Control Groups; Scores; Comparative Analysis; Foreign Countries; Student Attitudes; Premedical Students; Teaching Methods; Questionnaires; Interviews; Positive Attitudes; Statistical Analysis; Learning Strategies; Evaluation Methods; Student Evaluation; Summative Evaluation; Qualitative Research; Sudan + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Language test; Sprachtest; Ausland; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Interviewing; Interviewtechnik; Statistische Analyse; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schulnote; Studentische Bewertung; Qualitative Forschung
Abstract	This study tries to identify the effect of assessment for learning on a group of Sudanese pre-medical students' performance in English for Specific Purposes (ESP). The study also attempts to identify students' perception and attitudes towards this type of assessment. The sample of the study is composed of 53 subjects from the Pre-medical students at Khartoum University in Sudan. These students are placed into two groups; an experimental and a control group. The experimental group students are taught their ESP material in accordance with assessment for learning principles and techniques, the control group; however, is taught the same material using the traditional summative assessment procedures. The experiment lasts for one term, i.e., 16 weeks. The experimental group instructor is subjected to an intensive training course on how to implement assessment for learning strategies in classroom setting. At the end of the term, the two groups sit for a final exam which is intended for all Pre-medical students. Comparison of the scores of the students reveals a significant difference between the two groups in favor of the experimental group. Students' attitudes towards assessment for learning are checked through a questionnaire and interviews. Qualitative and quantitative analysis of the students' responses show their positive attitudes towards this type of assessment. The study ends up with a set of recommendations and suggestions to improve assessment for learning practice and to make it more effective in a Sudanese setting. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01