Objectives The study attempted to implement the process-oriented assessment(POA) in secondary English teacher training courses and examined the aspects of course improvement and the perceptions of students and instructors.
Methods As an action research, the current study was conducted systematically in four stages, which included selection of two major courses, redesign of course evaluation plans and development of evaluation rubrics, the administration of the POA-based courses, and the analysis of the students' survey and instructors’ reflective journals. Various POA-based methods such as project-based assessment, self-assessment, peer assessment, observation, presentation, and task performance evaluation were adopted including existing paper-and-pencil test.
Results As a result of the one-semester class operation, the improved aspects of the courses were the setting of balanced achievement standards, the establishment of connectivity between teaching, learning, and evaluation, the improvement of validity of evaluation, and the enhancement of students' participation in learning and autonomy. In addition, 52 students in the courses recognized the POA-based courses helpful in their professional development and growth as pre-service English teachers. Furthermore, the instructors perceived positive changes in their instructional behaviors conducive to students’ learning growth through adopting POA-based courses.
Conclusions This study is expected to contribute to the improvement of major subject assessment methods in universities and teacher training courses.
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