English Language Teachers' Uses of Classroom Assessment

Autor/in	Alkharusi, Hussain
Titel	English Language Teachers' Uses of Classroom Assessment
Quelle	In: Anatolian Journal of Education, 6 (2021) 1, S.103-108 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2547-9652
Schlagwörter	Language Teachers; English (Second Language); Second Language Learning; Student Evaluation; Foreign Countries; Grade 7; Grade 8; Grade 9; Formative Evaluation; Classroom Techniques; Oman + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schulnote; Studentische Bewertung; Ausland; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Klassenführung
Abstract	This study aimed at identifying the purposes of using assessment by English language teachers in Oman. Participants were 369 English language teachers randomly selected from all governorates in Oman. The teachers were categorized into two groups based on the assessment system. The first group consisted of teachers teaching grades 7 to 9 because the assessment system in these grades places more emphasis on formative assessment. The second group consisted of teachers teaching grades 10 and 11 because the assessment system in these grades places more emphasis on summative assessment. A questionnaire was developed and administered to all teachers regarding the purposes of using assessment. A factor analysis of the teachers' responses revealed two dimensions of the assessment purposes: Instructional-versus learning-oriented purposes. Instructional-oriented purposes were related to teachers' use of assessment for evaluating their teaching methods and managing student behavior. Learning-oriented purposes were related to teachers' use of assessment for motivating students to learn and assigning grades for students. There were significant differences on using assessment for instructional-vs-learning-oriented purposes favoring learning-oriented purposes. There were no significant grade level differences on using assessment for instructional-vs-learning-oriented purposes. These results lead to a conclusion that the assessment system might not have an impact on the purposes for which assessment is used by the teachers. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: aje.editorial@gmail.com; Web site: http://e-aje.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01