Exploring Teacher and Learner Views on the Use of Formative Assessment in Primary EAL Classrooms: A Case Study

Autor/in	Afitska, Oksana
Titel	Exploring Teacher and Learner Views on the Use of Formative Assessment in Primary EAL Classrooms: A Case Study
Quelle	In: Journal on English Language Teaching, 7 (2017) 3, S.41-54 (14 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2231-3338
Schlagwörter	Teacher Attitudes; Student Attitudes; Language Teachers; Elementary School Teachers; Elementary School Students; Children; English (Second Language); Second Language Instruction; Second Language Learning; Instructional Effectiveness; Formative Evaluation; Peer Evaluation; Self Evaluation (Individuals); Feedback (Response); Urban Schools; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lehrerverhalten; Schülerverhalten; Language teacher; Sprachunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Child; Kind; Kinder; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Unterrichtserfolg; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Ausland
Abstract	In England, number of learners who speak English as their second or even third language (known as learners with EAL, English as an Additional Language) in state primary and secondary schools is constantly increasing. In 2012, these learners represented 16% of the entire school population, and in 2015 - 18% (DfE, 2013 and 2016). Many EAL learners have limited proficiency in the language of instruction. This fact makes it difficult for teachers to not only effectively teach, but also accurately assess these learners' academic (linguistic and subject-specific) progress. Making use of a recently introduced formative assessment model to support and assess EAL learners' performance during the lessons seems like a good idea. However, to date little is known about the effectiveness of this assessment method and about the teachers' and learners' views on it. This paper, drawing on a selection of the data collected as part of a larger mixed methods empirical research study (Afitska, 2014a), seeks to examine teachers' and learners' views on the usefulness of formative assessment methods (including teacher feedback, learner peer-assessment, and self-assessment) for teaching and learning. The paper concludes with a list of implications for practice based on the study's findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01