Beliefs and Classroom Assessment Practices of English Teachers in Primary Schools in Thailand

Autor/inn/en	Narathakoon, Arthitaya; Sapsirin, Sutthirak; Subphadoongchone, Pramarn
Titel	Beliefs and Classroom Assessment Practices of English Teachers in Primary Schools in Thailand
Quelle	In: International Journal of Instruction, 13 (2020) 3, S.137-156 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Teacher Attitudes; Student Evaluation; Evaluation Methods; Educational Policy; Context Effect; Classroom Techniques; School Districts; Grade 6; Recall (Psychology); Educational Practices; Foreign Countries; Elementary School Teachers; Language Teachers; Testing Programs; National Competency Tests; Thailand + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrerverhalten; Schulnote; Studentische Bewertung; Politics of education; Bildungspolitik; Klassenführung; School district; Schulbezirk; School year 06; 6. Schuljahr; Schuljahr 06; Abberufung; Bildungspraxis; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Language teacher; Sprachunterricht
Abstract	The purpose of the present study is to investigate 1) the teachers' beliefs about classroom assessment in English, 2) their actual classroom practices, and 3) the extent to which their beliefs are congruent with their actual assessment practices. The participants were grade-6 English teachers in a school district from the northeastern part of Thailand. The present study was conducted using a mix-methods approach. The study consisted of two phases. Phase 1 involved the administration of a questionnaire to 97 teachers. Phase 2 was comprised of two parts: 2.1 classroom observation and stimulated recall with six teachers and 2.2 semi-structured interviews with 13 teachers. The findings revealed the teachers' beliefs about the use of classroom assessment and the classroom assessment methods. In addition, this study showed that the teachers' assessment practices were shifted from using various assessment methods to limited assessment methods due to the O-NET tutoring policy. Incongruence between the teachers' beliefs and practices could be influenced by the contextual factors such as educational policy, time constraints, excessive workload, and teacher's lack of assessment knowledge. The implications of the study were also provided. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01