Impact of the Alignment between Learning Outcomes and Assessment on English as a Foreign Language Students’ Writing Skills Development (Ishik University Language Preparatory School Case)

Ulker, Venera

doi:10.31578/jebs.v3i1.125

Cited by 3 publications

(2 citation statements)

References 6 publications

(6 reference statements)

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“…The choice between the creating new assessment tasks or adapting the existing ones very much depends on the learning objectives and the security of the assessment (Ulker, 2017a). The new tasks may need piloting to prove its validity, while the existing tasks can be improved based on the feedback in form of written or oral reports.…”

Section: Collecting Examples Of Authentic Assessmentmentioning

confidence: 99%

The Implementation of the Authentic Assessment in EFL Classes in Erbil

Ulker

Yildiz

Barzani³

2021

IJSSES

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To prepare students for their professional life through appropriate instruction and context, the most effective assessment types should be chosen to assess them. So, this study's aim is to find out how frequently authentic assessment is applied in English foreign language classes in Erbil, Iraq. The major problem is that many teachers and educators complain that the results of examinations and tests are not satisfactory and do not represent the actual level of student's language proficiency and this is due to inappropriate testing, the lack of alignment between the content, methods of instruction, lack of appropriate equipment and inappropriate classroom environment. This is why it is essential to analyze the current situationapplied assessment practices and the attitude towards authentic assessment, and to develop suitable recommendations for English foreign language teachers and educators. This study used quantitative approach to solve the problem and 95 teachers participated in the survey. The results of the questionnaire show that the significance of authentic assessment is well recognized by the teacher participants, and they try using it like making informal observations in the classroom. But when it comes to applying the formal types of assessment most of the respondents are still using the traditional types of assessment more often. Moreover, results of this research will be significant to helping teachers with implementing authentic assessment more by providing them with appropriate equipment, knowledge, and instructions.

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Section: Collecting Examples Of Authentic Assessmentmentioning

confidence: 99%

The Implementation of the Authentic Assessment in EFL Classes in Erbil

Ulker

Yildiz

Barzani³

2021

IJSSES

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“…It is very important that there is alignment between the learning outcomes and student assessment, as the goal of student knowledge and skills assessment should exactly deal with the degree of achievement of learning outcomes (Ulker, 2018). This is why the contemporary syllabus has to reveal which assessment method has to assess which LO and how exactly it will be done.…”

Section: Importance/role Of Learning Outcomes Assessment In Higher Ed...mentioning

confidence: 99%

Learning Outcomes Assessment Formats in Georgia after USSR

Gogiashvili¹

2020

Journal of Development Studies

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The system of higher education in Georgia has been recently facing major challenges, especially in matching its outcomes to market and society demands. As the job market is becoming more globally competitive, these challenges are increasing. To survive in the current business world, there is high competition between companies for highly qualified manpower. Higher education systems are, on the other hand, traditionally considered conservative and slow in response to market needs. HEIs have many stakeholders: parents, students, faculty members, graduates, employees, regulatory organizations, and government. Their expectations are different and often are in conflict with one another in many respects. Multi-stakeholder involvement in the assessment of learning outcomes is essential to realize students’ achievements. In these processes participation, collaboration and learning are emphasized. Participation leads to the perfect rating of the process and better evaluations of the outcomes. The assessment of students/graduates by stakeholders is shaped by their participation in activities and their experiences in the processes. Understanding stakeholder importance in the processes in which they are involved and their evaluation of outcomes is imperative; it influences the current and future levels of engagement and improvement.

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The Effectiveness of Iraqi Language Writing Proficiency on Foreign Language Performance (English) in the Writing Skill of Preparatory School Pupils in Iraq

Abid

2019

HSSR

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Purposes: This study aims at investigating the relationship between the Effectiveness of Iraqi Language Writing Proficiency on Foreign Language Performance (English) in the Writing Skill of Preparatory School Pupils in Iraq. Novelty: Despite the linguistic distance between English and Arabic, it is postulated that Arabic writing skills can be transferred positively to the target language (English). Methodology: The researchers used the composition prompt test instrument for this purpose; one test was in Arabic and the other was in English. The population was from two preparatory schools in the general directorate of Thi-Qar. The participants were 25 male students who were chosen on the basis of the students' achievement in the previous years. Results: That is, the participants proved to be proficient writers in Arabic after they had had a pretest in which they were asked to write a short paragraph about themselves. In conclusion, the results of the present study showed that there is no statistically significant relationship between the two languages. Those students who got high marks and were proficient in the Iraq language (Arabic) writing performed well in the counter skill (English). Implication/Application: This result supports the theoretical views of Cummins' threshold hypothesis and Chomskian's Interdependence theory. The results of the study indicate that there is no need for integrating the instruction of writing skills between the two languages in textbooks so that the writing level of students in the foreign language (English) can be improved.

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Impact of the Alignment between Learning Outcomes and Assessment on English as a Foreign Language Students’ Writing Skills Development (Ishik University Language Preparatory School Case)

Cited by 3 publications

References 6 publications

The Implementation of the Authentic Assessment in EFL Classes in Erbil

The Implementation of the Authentic Assessment in EFL Classes in Erbil

Learning Outcomes Assessment Formats in Georgia after USSR

The Effectiveness of Iraqi Language Writing Proficiency on Foreign Language Performance (English) in the Writing Skill of Preparatory School Pupils in Iraq

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