scholarly journals Spostrzeżenia nastolatków na temat oceniania ustnych i pisemnych kompetencji językowych – analiza zdarzeń krytycznych

Neofilolog ◽  
2019 ◽  
pp. 281-297
Author(s):  
Anna Czura
Keyword(s):  
Writing Assessment ◽  
Critical Incident ◽  
Freedom Of Expression ◽  
Teacher Assessment ◽  
Assessment Practices ◽  
High Stakes ◽  
Written Assessment ◽  
English Classroom ◽  
Classroom Assessment Environment ◽  
Assessment Environment

Learners’ perceptions of teacher assessment practices shape a unique classroom assessment environment that affects learners’ willingness to engage in a task and motivation to learn (McMillan & Workman, 1998). Still, there has been limited research on learners’ perceptions of classroom and high-stakes assessment. This article outlines a study exploring adolescent learners’ perceptions of the speaking and writing assessment they experience in the English classroom. The Critical Incident Technique (CIT) was used to examine both positive and negative instances of oral and written assessment. During oral interviews, the learners reported and elaborated on the assessment experiences they personally perceived as particularly important, memorable and influential. The transcriptions of the interviews were content analysed in order to identify the properties of oral and written assessment that appeared salient to adolescent learners. The study indicates that the participants held predominantly positive views of oral and written assessment, emphasising such aspects as authenticity of assessment, freedom of expression and fair grading. It is worrying, however, that learners are not always provided with clearly articulated assessment criteria and that oral assessment is visibly neglected in the classroom.

scholarly journals English language assessment: unfolding school students’ and parents’ views

2021 ◽  
Vol 47 ◽  
Author(s):  
Claudio Díaz Larenas ◽  
Nicolás Acuña Boero ◽  
Barbara Ravanal Rodríguez ◽  
Ignacio Riffo Sánchez
Keyword(s):  
English Language ◽  
Classroom Assessment ◽  
Pearson Correlation ◽  
Language Assessment ◽  
Structured Interview ◽  
Assessment Practices ◽  
School Students ◽  
Classroom Assessment Environment ◽  
Relationship Of ◽  
Assessment Environment

Abstract The current study analyzes Chilean students’ and parents’ perceptions of English language assessment. 352 Chilean 10 th graders were surveyed using the Perceptions of the Assessment Tasks Inventory, the Perceived Classroom Assessment Environment Scale, and the Test Anxiety Scale in order to measure their perceptions of English language assessment. A semi-structured interview was also conducted to capture the perceptions of 74 parents about English and the way their children are assessed in the English subject. The quantitative data was analyzed using the Pearson Correlation Coefficient to measure how strong the relationship of the scores was in the three scales, and qualitative data was categorized using content and frequency analysis. The findings suggest that the subscales of the three surveys hold statistically significant relationships and students feel that a Learning-oriented assessment environment benefits them more than a Performance-oriented one. The former is a kind of environment that favors students’ learning and mastery of subject materials, whereas the latter is a type of environment that aligns with classroom assessment practices that emphasize the importance of grades over learning. The qualitative results also suggest that parents have a positive perception of the English language and believe it is useful for their children’s life even though they themselves might find it difficult to learn the language.

The Integration of Educational Technology for Classroom-Based Formative Assessment to Empower Teaching and Learning

2018 ◽  
pp. 321-341
Author(s):  
Asli Lidice Gokturk Saglam
Keyword(s):  
Educational Technology ◽  
Web 2.0 ◽  
Formative Assessment ◽  
Teaching And Learning ◽  
Teacher Assessment ◽  
Assessment Practices ◽  
Web 2.0 Tools ◽  
Classroom Activities ◽  
The Face ◽  
Everyday Classroom

As educational technology continues to change the face of educational contexts in the digital age, the way in which teachers can incorporate various existing online resources and applications within their everyday classroom activities deserves closer attention. In particular, it is important to explore how interactive Web 2.0 tools might be integrated into classroom-based assessment practices. This way, the efficacy of online tools and their ability to both facilitate teacher assessment practices and empower student learning can be adequately assessed. This chapter aims to explore, showcase and discuss how Web 2.0 tools can be integrated into teachers' classroom-based language assessment to get information that can be used diagnostically to adjust teaching and learning with reference to current literature, explore challenges and focus on suggestions and avenues for further research. Furthermore, examples of web tools that could be used for formative assessment will be briefly enlisted.

Feedback, Reflection, and Assessment Practices in Practicum Placements

2017 ◽  
pp. 47-75
Author(s):  
Christopher Dann
Keyword(s):  
Preservice Teacher ◽  
Teacher Education Program ◽  
Action Learning ◽  
Teacher Assessment ◽  
Future Research ◽  
Assessment Practices ◽  
Video Capture ◽  
Participatory Action ◽  
Research Findings ◽  
Regional Australia

The purpose of this chapter is twofold. Firstly, it defines the methodology used as a basis for the research findings presented in this text. Secondly, it describes the methods used to investigate the video feedback and formative assessment processes in a preservice teacher education program in regional Australia. Particular attention is given to Participatory Action Learning Action Research (PALAR), which was used in a four-year study that investigated the extent to which a mobile video capture application impacted on preservice teacher assessment while on practicum placements. Methods of each PALAR cycle are presented to explain how these were used in a coordinated manner to ensure the reliability of the outputs of the study. The chapter concludes by recognising the limitations of the study and describing future research opportunities arising from the study.

Internet Governance

2017 ◽  
Author(s):  
Milton Mueller
Keyword(s):  
Information And Communication Technologies ◽  
Critical Infrastructure ◽  
Freedom Of Expression ◽  
Political Activity ◽  
The Internet ◽  
Economic Regulation ◽  
Main Concern ◽  
Internet Governance ◽  
High Stakes ◽  
Internet Protocols

The internet is a set of software instructions (known as “protocols”) capable of transmitting data over networks. These protocols were designed to facilitate the movement of data across independently managed networks and different physical media, and not to survive a nuclear war as the popular myth suggests. The use of the internet protocols gives rise to technical, legal, regulatory, and policy problems that become the main concern of internet governance. Because the internet is a key component of the infrastructure for a growing digital economy, internet governance has turned into an increasingly high-stakes arena for political activity. The world’s convergence on the internet protocols for computer communications, coupled with the proliferation of a variety of increasingly inexpensive digital devices that can be networked, has created a new set of geopolitical issues around information and communication technologies. These problems are intertwined with a broader set of public policy issues such as freedom of expression, privacy, transnational crime, the security of states and critical infrastructure, intellectual property, trade, and economic regulation. Political scientists and International Relations scholars have been slow to attack these problems, in part due to the difficulty of recognizing governance issues when they are embedded in a highly technological context. Internet governance is closely related to, and has evolved out of, debates over digital convergence, telecommunications policy, and media regulation.

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