Assessment Beliefs and Practices of Language Teachers in Primary Education

The use of assessment, the process of collecting information on student achievement and performance, has long been advocated so that learning cycles can properly be planned; instruction can be adjusted during the course of learning, and programs can be developed to enhance student learning. Shifting...

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Bibliographic Details
Published inInternational Journal of Instruction Vol. 7; no. 1; pp. 107 - 120
Main Author Büyükkarci, Kagan
Format Journal Article
LanguageEnglish
Published International Journal of Instruction 01.01.2014
Subjects
Elementary School Teachers
English (Second Language)
English Teachers
Foreign Countries
Formative Evaluation
Questionnaires
Second Language Instruction
Second Language Learning
Semi Structured Interviews
Statistical Analysis
Student Evaluation
Summative Evaluation
Teacher Attitudes
Turkey
Turkey
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Summary:The use of assessment, the process of collecting information on student achievement and performance, has long been advocated so that learning cycles can properly be planned; instruction can be adjusted during the course of learning, and programs can be developed to enhance student learning. Shifting to a more pedagogical conception, the assessment moves from source of information to an inseparable part of teaching and learning. Theory and research propose that especially formative assessment can play a critical role in adjusting teaching for student learning because assessment for learning (formative assessment) provides information to be used as feedback to adjust the teaching and learning activities in which the students and teachers are engaged. This study aims to show primary school teachers' beliefs about formative assessment. Besides, the study reveals the information about English language teachers' real assessment practices in the primary education context. Despite course requirements, teachers' positive beliefs and attitudes, the results of the study show that language teachers do not apply formative assessment practices as required in the national curriculum. Instead of using assessment formatively, they mostly use assessment for summative purposes.
ISSN:1694-609X