Tendencies and Characteristics of Feedback Given by Primary English Language Teachers in Croatia

Abstract

Feedback is a constituent part of three assessment approaches: assessment for/as/of learning. Feedback about students' learning and performance differs in the three approaches with respect to manner and purpose. Feedback associated with assessment of learning is representative of the traditional way of teaching, its role reduced to mere reporting of a score or grade. However, in the context of assessment for learning and assessment as learning, feedback plays a more significant role. It implies having a clear understanding of how, when and why feedback is given in addition to involving students in giving feedback. This preliminary research on a sample of primary school English language teachers in croatia focuses on tendencies in giving feedback and some general characteristics of feedback given to students within the assessment for learning approach. teachers' estimates of their competence in providing feedback and their needs in this particular area of assessment are revealed. The results will pinpoint areas which require further research for the purpose of more closely adhering to the principles of assessment for learning and assessment as learning in English language teaching.Keywords: assessment approaches; assessment for learning; feedback; formative assessment Smernice in značilnosti dajanja povratnih informacij pri pouku angleščine v osnovni šoli POvZEtEK Povratne informacije so sestavni del treh ocenjevalnih pristopov: ocenjevanje za učenje/kot učenje/ učenja. Podajanje povratnih informacij o učenju in uspešnosti se v teh pristopih razlikuje glede načina in namena. Povratne informacije v okviru ocenjevanja učenja so značilne za tradicionalni način učenja; njihova vloga je zmanjšana zgolj na točkovanje in ocene. Nasprotno pa je vloga povratnih informacij v ocenjevanju za učenje in ocenjevanju kot učenju mnogo bolj pomembna. Povezana je z jasnim razumevanjem, kako, kdaj in zakaj so povratne informacije podane, hkrati pa so v podajanje povratnih informacij vključeni tudi študenti. v predhodni raziskavi, v kateri je sodelovalo nekaj osnovnošolskih učiteljev angleščine na Hrvaškem, smo ugotavljali smernice in splošne značilnosti pri podajanju povratnih informacij v okviru pristopa ocenjevanja za učenje. Učitelji so ocenjevali svoje kompetence pri podajanju povratnih informacij in predstavili svoje potrebe pri tej vrsti ocenjevanja. Rezultati so pokazali področja, kjer je potrebno nadaljnje raziskovanje za zagotovitev boljšega upoštevanja načel ocenjevanja za učenje in ocenjevanja kot učenja pri pouku angleškega jezika.

Evaluation of the Effect of an In-Service Training Program on Assessment for Learning for English Language Teachers

“…In the field of teaching English as a second or additional language, taking the advantage of assessment has been discussed for improving learning for nearly 10 years (Davison, 2019). The role of Assessment for Learning' has received increased attention across a number of disciplines and an interest has been growing in studies of English Language Teaching (Cindrić & Pavić, 2017;Ghaffar et al, 2020;Lu & Mustapha, 2020;Nasr et al, 2018;Nasr et al, 2019;Nasr et al, 2020;Umar, 2018;Vattøy, 2020;Xu & Harfitt, 2019). For achieving successful AfL implementation, two requirements have been reported for teachers: "(1) to develop their AfL skills and (2) to ensure that students will respond positively to the activation to develop their skills required in learning" (Alonzo, 2016, p. 46).…”