scholarly journals Practices of Examiners in Marking English Essay at HSSC Level

2021 ◽  
Vol 9 (3) ◽  
pp. 273-280
Author(s):  
Muhammad Ahmad Hashmi ◽  
Muhammad Asim Mahmood ◽  
Aamir Shehzad
Keyword(s):  
Secondary School ◽  
English Language ◽  
National Curriculum ◽  
Language Assessment ◽  
Intermediate Level ◽  
Rater Reliability ◽  
School Certificate

The present study was carried out to spot the raters’ practices in marking English essays at the intermediate level in contrast to the marking system of O-level English language assessment in Punjab, Pakistan. The preceding researchers opined that a significant number of students fail in English as a subject. To unravel, the facts a sample of 350 HSSC (Higher Secondary School Certificate) paper raters with mixed experience, academic and professional qualifications have been taken randomly from the different districts of Punjab. Many of them had worked as examiners or sub-examiner for more than 10 years. The researchers formulated, piloted, and self-administered a questionnaire by visiting their workplaces. SPSS has been used to assay the data, and results have been generated. The results deduced that HSSC paper raters never exercised any rubric. They deduct and award scores on their individual judgments about the kind/number of mistakes, length of an essay, and handwriting. There has been found a scarcity of inter-rater reliability. Further, they are self-trained and are ignorant of the objectives; set in the national curriculum for HSSC. The current study is significant as it has implications onboard officials, policymakers, and examiners, which will finally promote skill-based learning.

scholarly journals Olympiad in the English Language as a Form of Alternative Language Assessment

2015 ◽  
Vol 1 (2) ◽  
pp. 6-12
Author(s):  
Evgeniya Bolshakova
Keyword(s):  
Secondary School ◽  
Alternative Assessment ◽  
Creative Thinking ◽  
English Language ◽  
Language Assessment ◽  
Distinctive Features ◽  
Test Items ◽  
Language Competition ◽  
Intellectual Abilities ◽  
Task Types

Although a variety of the English language written olympiads (language competitions) exist, fairly little is known about how they are different from traditional forms of language assessment.  In Russia, olympiads in the English language are now gaining currency because they provide an opportunity to reveal creative thinking and intellectual abilities of pupils.  The present study examined major differences between language olympiads and traditional forms of language assessment.  A comparison of five main olympiads in the English language in terms of their levels, assessed skills and task types is made and their distinctive features are outlined.  The results of a testing of a new written olympiad of the Higher School of Economics “Vysshaya proba” (Highest Degree) in the English language are analyzed.  A set of test items was developed for 120 secondary school pupils in Moscow to find out whether they can easily cope with non-traditional form of assessment, which is language olympiad.  The results indicate that language competition as a form of alternative assessment may be introduced at schools to encourage better learning.

scholarly journals Evaluation of the Practical Implications of the ESL Curriculum at Intermediate Level

2020 ◽  
Vol 2 (2) ◽  
pp. 39-53
Author(s):  
Muhammad Rizwan Ilyas ◽  
Rehana Yasmin Anjum ◽  
Sadia Azam ◽  
Ayesha Munir
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
National Curriculum ◽  
Real Life ◽  
Study Data ◽  
Intermediate Level ◽  
Public And Private ◽  
Intermediate Students ◽  
Teachers And Students ◽  
Terminal Level

Curriculum is the basic tool used in the pedagogical process. Every education system fails if it is not developed to meet the needs of those for whom it is designed. In this research, it has been observed that the existing National Curriculum for the English Language (2006) is not fulfilling the language-based needs of the Pakistani learners. The intermediate level is the terminal level for students to discontinue education and get a job or continue learning in various advanced fields. The existing theoretical curriculum is different in terms of the practical application of English in a real-life situation. Paulo Freire’s theory of problem-posing education supports the present study. Data was collected through teacher and student questionnaires filled by intermediate students of both the public and private sectors and for the analysis of collected data CIPP model of Stufflebeam was used. For computational analysis, MS Excel was used. The results showed that learners’ creative writing skills and verbal skills are not improving satisfactorily and a gap was also found in teaching methodologies that are being currently used for teaching English. The present study is beneficial for providing the ground realities and practical needs of teachers and students in teaching and learning process. It would be helpful also for the stakeholders while designing the curriculum and syllabus.

scholarly journals Content analysis of levels and aspects of comprehension in West African senior secondary school examination

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Funmilayo M. Oguntade
Keyword(s):  
Secondary School ◽  
English Language ◽  
Local Environment ◽  
Higher Order ◽  
West African ◽  
School Students ◽  
The West ◽  
Senior Secondary School ◽  
School Certificate ◽  
Senior Secondary

Background: Reading is one of the most complex and exclusively human mental activities. It is a foundational skill for all learning, whether at primary, secondary or tertiary levels. If students do not master effective strategies for reading, they may not be successful independent learners. The ability to comprehend written texts and answer relevant questions on them is a major feature that is examined in comprehension in the West African Senior Secondary School Certificate Examination.Objective: This study was directed at analysing the content of the English language comprehension questions in the West African School Certificate Examination to identify the intensities of testing different aspects of comprehension so that teachers can lay emphasis on these aspects when they teach reading strategies to their students.Method: The content analytical approach was used to identify the different aspects and levels of the comprehension passages. The analysis of the content was carried out by focusing on 10 different content sub-categories.Results: The study revealed that most of the comprehension passages presented had never been used before and they were related to the students’ local environment. Literal and inferential questions dominated while critical and evaluative questions were rarely asked.Conclusion: In the light of the pedagogic importance of critical and evaluative questions, it is recommended that examiners and teachers should lay emphasis on questions that demand higher-order reasoning to prepare students for the contemporary demands of literacy. In line with higher-order questions, it is also suggested that the curriculum should be amended to encourage critical evaluative thinking among secondary school students as it is an important part of literacy and language development.

Assessing Listening Comprehension at the Secondary Level in Bangladesh: Challenges and Possible Measures

2021 ◽  
Vol 7 (2) ◽  
pp. 189-193
Author(s):  
S M Akramul Kabir ◽  
Janinka Greenwood
Keyword(s):  
Secondary School ◽  
English Language ◽  
Secondary School Teachers ◽  
National Curriculum ◽  
Language Education ◽  
Secondary Level ◽  
Assessment Procedure ◽  
School Teachers ◽  
English Language Education ◽  
Assessment Procedures

The current National Curriculum 2012 of Bangladesh recommends all four skills of English language education to be assessed in school and public exams. In the curriculum, there is a suggestion to evaluate the listening abilities of students through a formative assessment throughout the year at schools. The marks of the listening assessment need to be counted with the other three skills while grading students’ English language papers for the secondary level in the Secondary School Certificate (SSC) examination. However, the existing exam evaluates only reading and writing tasks. Although various attempts are underway to reform the current language assessment procedure by including listening and speaking skills, nothing has come out in concreate so far. With this article, I provide expert insights into the challenges of listening assessment with the goal of helping policymakers and the secondary school teachers. In-depth interviews with policymakers and secondary school teachers and (n=16) are qualitatively analysed to gain reflection into the existing challenges to assess listening and how to make the assessment procedures. The findings and discussion of the article propose a conceptual framework that can be helpful for the teachers and policymakers to deal with the challenges. 

Mexico’s 2017 Educational Model of Secondary Education: A Review from the Lens of the Teaching of English in Tele-secondary schools

2019 ◽  
Vol 2 (3) ◽  
Author(s):  
Miguel Hernández Hernández
Keyword(s):  
Secondary School ◽  
School System ◽  
English Language ◽  
National Curriculum ◽  
Secondary Level ◽  
English Language Teaching ◽  
Educational Model ◽  
Good Opportunity ◽  
Left Behind ◽  
Generalist Teachers

The present review relies on the inclusion of English Language Teaching in the curriculum of the tele-secondary modality. The implementation of the national curriculum and its strategies show that the tele-secondary school system appears left out, or at least, left behind. This review shows concerns that raise questions for the teaching of ELT in tele-secondaries although ELT has been included in this educational option since its beginning. Thus, it seems that results have not been achieved at all. Even though it is true that the National Program of English is a good opportunity to improve the level of English at the secondary level. It seems to be that ELT is constrained to support generalist teachers.

scholarly journals English Language Teacher Education: Rewriting S-1 National Curriculum

2015 ◽  
Vol 10 (1) ◽  
pp. 17
Author(s):  
M. Soenardi Djiwandono
Keyword(s):  
High School ◽  
Teacher Education ◽  
Secondary School ◽  
Teacher Development ◽  
English Language ◽  
School Teacher ◽  
National Curriculum ◽  
Secondary School Teacher ◽  
Language Teacher Education ◽  
Language Teacher

As part of an overall attempt to improve secondary school teacher education, a program has been launched to review and develop the national curriculum (KURNAS) of English language teacher education in Indonesia as a means to improve the quality of teachers of English. The new curriculum is at the same time intended to he a revision of the 1995 national curriculum supposedly in use now. For the purpose a team of three members was appointed by the Secondary School Teacher Development Project (nationally known as Proyek PGSM), comprising English teaching professionals from Universitas Negeri Malang. GAJAH MADA UNIVERSITY, and a senior high school teacher of English. Following a study of the existing documents related to ELT in Indonesia, an initial draft was written and gradually developed following a series of discussions and exchanges of ideas with teachers and professionals in the field of ELT. By the 3'. year of the appointment of the team, the draft for the new KURNAS comprising Books I, II, and III, has been completed and ready for a try-out. The try-out was intended to put into practice the Intensive Course (IC) Program as one of the most important components of the new KURNAS for the development of fluency in English as an essential basis for the preparation of competent high school teachers of English This article describes the background and the underlying principles of the curriculum revision, along with the classification and identification of courses, descriptions of courses their and syllabus outlines.

scholarly journals WASHBACK EFFECT OF YEMENI GENERAL SECONDARY SCHOOL CERTIFICATE ENGLISH EXAMINATION ON TEACHERS' TEACHING PRACTICES AND CLASSROOM TESTING

2021 ◽  
Vol 2 (3) ◽  
pp. 262-271
Author(s):  
Intisar Saleh Ahmed Albondoq
Keyword(s):  
Secondary School ◽  
Language Learning ◽  
Teaching Practices ◽  
Role Model ◽  
English Language ◽  
Language Teaching ◽  
Vital Role ◽  
Learning And Teaching ◽  
School Certificate ◽  
Listening Skill

The new trends in language testing towards the effect of testing in language learning and teaching helped in emerging a new concept ''washback'' or ''backwash'' to reflect the vital role that tests play, positively or negatively, in language learning and teaching. This study aims to investigate the washback effect of Yemeni General Secondary School Certificate English Examination (YGSSCEE) on teachers' teaching practices and classroom testing. The research methodology was quantitative approach design. Interview was used as a research instrument. The population of this study was 21 of English language teachers at Yemeni secondary schools namely: Aden, Abyan and Lahj. The study used purposive sampling method. The findings of the study revealed that teachers' teaching practices and classroom testing were, negatively, influenced by YGSSCEE. Most of the teachers used grammar translation method instead of implementation of communicative language teaching that was emphasized by Crescent English Course 6 for Yemen (CEC6Ym). Most of the teachers adapted the classroom tests from the past YGSSCEE papers. Reading, writing and grammar were given more emphasis; while listening skill was totally skipped in language teaching and testing. Most of the teachers considered the YGSSCEE as a role model in language teaching and testing in classrooms.

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