The Role of Teaching Experience on Teachers’ Perceptions of Language Assessment

Sahinkarakas, Sehnaz

doi:10.1016/j.sbspro.2012.06.901

Cited by 14 publications

(19 citation statements)

References 5 publications

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“…Numerous studies into teachers' (self-reported) LAL levels, their perceived training needs or their perceptions of assessment have revealed that language teachers report to have received little training considering their multifaceted tasks that are related to assessment in the EFL classroom (e.g. Kvasova & Kavytska, 2014;Sahinkarakas, 2012;Shim, 2009;Vogt & Tsagari, 2014). This results in low LAL levels perceived by teachers.…”

mentioning

confidence: 99%

Linking Learners’ Perspectives on Language Assessment Practices to Teachers’ Assessment Literacy Enhancement (TALE): Insights from Four European Countries

Vogt

Tsagari

Csépes

et al. 2020

Language Assessment Quarterly

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This article presents results from a needs analysis survey conducted in the first year of a European-funded project entitled 'Teachers' Assessment Literacy Enhancement (TALE)'. The survey questionnaire used asked 1788 learners of English in Cyprus, Germany, Greece and Hungary about their experiences of assessment; which of these they considered conducive to learning and the role feedback played as an instrument of formative assessment. Further questionnaire data from their 658 teachers were included in the data analysis. The results showed that practices differed across contexts. Overall, both learners and teachers reported a wide range of skills and areas to be assessed in the EFL classroom with writing, followed by speaking, being assessed the most. Based on the perceptions reported by the learners, the assessment types used revealed rather traditional approaches with frequent use of e.g. discrete-point tests with closed answers, extended writing and translation. The learners appeared to regard these types of assessment to be supportive of their learning. Feedback given was mostly restricted to marks and brief comments. The perceptions on feedback practices varied among teachers and their learners. Results of the needs analysis were taken as the basis of the online course design for enhancing teachers' language assessment literacy. Language assessment literacy: definition and conceptualizationAssessment literacy (Stiggins, 1991) has been a focus of scholarly attention in education for over two decades now. It became a focus for language assessment in the early 2000s (Brindley, 2001) and it has been suggested that the specialized nature of our field justifies use of a more specific term:

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mentioning

confidence: 99%

Linking Learners’ Perspectives on Language Assessment Practices to Teachers’ Assessment Literacy Enhancement (TALE): Insights from Four European Countries

Vogt

Tsagari

Csépes

et al. 2020

Language Assessment Quarterly

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show abstract

“…Their study found that teachers with more than 20 years of teaching experience agreed with the belief that classroom assessment should be used to inspect and control the school, teachers, and students, in order to enhance the quality of teaching and learning. Conversely, Sahikarakas (2012) found that experienced teachers perceived classroom assessment in a more negative way than the in-experienced teachers. She explains that some of these experienced teachers may not need any evidence on their teaching effectiveness, hence they will not appreciate the importance of classroom assessment.…”

Section: Discussion Of Resultsmentioning

confidence: 84%

“…There was no statistically significant difference in teachers' conceptions based on gender, age and teaching experience. Contrastingly, Sahikarakas (2012) revealed that the perception of Language teachers differed according to years of teaching experience. The more experienced teachers perceived assessment in a negative way than the less experienced teachers.…”

Section: Review Of Related Literaturementioning

confidence: 89%

Economics Teachers’ Conceptions of Classroom Assessment

Yidana

Partey

2018

Int J Innov Educ Res

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Assessment literacy is part of the Economics teachers’ professional competence, yet little attention in the form research has been undertaken in this area. This study therefore explored Senior High School (SHS) Economics teachers’ conceptions of the purposes for undertaking classroom assessment. In specific terms, the study investigated Economics teachers’ understanding of the various motives that inform their assessment practices. The study also examined the influence of the Economics teachers’ demographic variables such as age, gender, and teaching experience on their conceptions of classroom assessment. It further assessed the influence of formal training in assessment on the teachers’ conceptions of the construct. The study was a descriptive type which employed the survey method. Participants of this study comprised 301 Senior High School Economics teachers drawn from the Central and Ashanti regions of Ghana. The participants were made up 213 male and 88 female teachers. A 50-item version of Brown’s Teachers’ Conceptions of Assessment (TCoA) inventory scale was adopted as the questionnaire for this study. Using a test-retest procedure of two-week interval, the TCoA which also made provisions for the demographic data of respondents on a different section, was administered on 36 Economics teachers. A reliability index of .813 was obtained. The data were analyzed using mean, t-test, and one-way Analysis of Variance (ANOVA) statistical techniques.The findings of the study showed that a majority of the Economics teachers (mean score = 3.01) consented to the idea that classroom assessment leads to improvement in teaching and learning as well as ensuring school accountability (mean score = 3.27). The study also found that gender and age did not influence teachers’ conception of assessment. The study recommends that community of learners be organized for experienced and less experienced Economics teachers to enable them exchange ideas on the various purposes of classroom assessment.

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“…Interestingly, this move from behaviouristic towards humanistic and constructivist approaches has not been fully reflected in research -although there is a relatively large body of studies on teachers' perceptions of and beliefs about different facets of teaching (Lee, Leong & Song, 2016;Pajares, 1992) and assessment (e.g. Leung, 2004;Sahinkarakas, 2012), our understanding of learners' perceptions of the foreign language (FL) learning and teaching, particularly in terms of assessment, is limited.…”

Section: Notementioning

confidence: 99%

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

Czura

2019

Neofilolog

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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.

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The Role of Teaching Experience on Teachers’ Perceptions of Language Assessment

Cited by 14 publications

References 5 publications

Linking Learners’ Perspectives on Language Assessment Practices to Teachers’ Assessment Literacy Enhancement (TALE): Insights from Four European Countries

Linking Learners’ Perspectives on Language Assessment Practices to Teachers’ Assessment Literacy Enhancement (TALE): Insights from Four European Countries

Economics Teachers’ Conceptions of Classroom Assessment

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

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