scholarly journals Classroom Assessment Practices and Learning Motivation: A Case Study of Chinese EFL Students

2018 ◽  
Vol 53 (2) ◽  
pp. 514-529
Author(s):  
Zhengdong Gan ◽  
Constant Leung ◽  
Jinbo He ◽  
Honghan Nang
Keyword(s):  
Classroom Assessment ◽  
Learning Motivation ◽  
Assessment Practices ◽  
Efl Students

Teacher Professional Growth in Summative Assessment and Meaningful Learning: A Case Study in Pre-Vocational Geography Education in The Netherlands

2020 ◽  
Vol 35 (1) ◽  
pp. 63-84
Author(s):  
Erik Bijsterbosch ◽  
Tine Béneker ◽  
Wilmad Kuiper ◽  
Joop van der Schee
Keyword(s):  
The Netherlands ◽  
Professional Growth ◽  
Classroom Assessment ◽  
Meaningful Learning ◽  
Summative Assessment ◽  
Geography Education ◽  
Assessment Practices ◽  
Teacher Professional Growth ◽  
Teacher Professional

Teachers’ classroom assessment practices tend to encourage rote learning instead of meaningful learning. To enhance teachers’ classroom assessment practices, teacher involvement in assessment construction appears necessary. To foster teacher professional growth in relation to this issue, a professional development programme on summative assessment and meaningful learning in pre-vocational geography education in the Netherlands was designed. In 2016, a prototype of the programme was tested and evaluated in a small-scale case study. The results suggest that the programme was feasible and practical and contributed to change in teachers’ knowledge, skills and practices.

Assessment 360°: A Panoramic Framework for Assessing English Language Learners

2010 ◽  
Vol 17 (2) ◽  
pp. 37-56 ◽  
Author(s):  
Nancy Lewis ◽  
Nancy Castilleja ◽  
Barbara J. Moore ◽  
Barbara Rodriguez
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Linguistically Diverse ◽  
Assessment Process ◽  
Assessment Practices ◽  
Her Family ◽  
Diverse Student ◽  
Many Sources

This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, a bilingual fourth grade student whose native language (L1) is Spanish and who has been referred for a comprehensive language evaluation is presented. This case study features the assessment issues typically encountered by speech-language pathologists and introduces assessment through a panoramic lens. Recommendations specific to the case study are presented along with clinical implications for assessment practices with culturally and linguistically diverse student populations.

On Translating Prepositions from English into Indonesian: A Case Study of Indonesian EFL Students

2017 ◽  
Vol 9 (3) ◽  
pp. 186
Author(s):  
Sependi Napitupulu
Keyword(s):  
Undergraduate Students ◽  
English Literature ◽  
Phrasal Verbs ◽  
Efl Students ◽  
Correct Translation

This study attempts to investigate errors in translating prepositions from English into Indonesian language by Undergraduate students at the Methodist University Indonesia, Medan. A total of 20 students in the Department of English Literature, Faculty of English Letters were involved in this study. Forty sentences containing English prepositions were translated by the students. The translations were then compared with the Indonesian equivalence in order to find out the quality of their translation. In order to measure the quality of preposition translation, three categories were referred to, namely: correct translation, correct with revision translation, and incorrect translation. Having analyzed the data, it revealed that most of the students failed to translate complex prepositions such as phrasal verbs. However, most students successfully translated simple prepositions such as noun prepositions and adjective prepositions. From 100% correct translation expected of students, only 44.37% of the total correct translation of prepositions committed by students. While correct with revision, from 100% correct translation with revision expected of students, only 41.75% of the total correct translation that need revision is produced by students. In the meantime, 13.75% of the total incorrect translation is produced by students. It was concluded that students tend to face problems in translating prepositional verbs as they are rarely used by and unfamiliar to students.   

scholarly journals Pre-service Teachers’ Decision-Making and Classroom Assessment Practices

2021 ◽  
Vol 6 ◽  
Author(s):  
Cherry Zin Oo ◽  
Dennis Alonzo ◽  
Chris Davison
Keyword(s):  
Decision Making ◽  
Student Learning ◽  
Classroom Assessment ◽  
Intervention Group ◽  
Initial Teacher Education ◽  
Integrate Assessment ◽  
Assessment Practices ◽  
Learning And Teaching ◽  
Supervising Teachers ◽  
Assessment Strategies

Classroom assessment practices play a pivotal role in ensuring effective learning and teaching. One of the most desired attributes of teachers is the ability to gather and analyze assessment data to make trustworthy decisions leading to supporting student learning. However, this ability is often underdeveloped for a variety of reasons, including reports that teachers are overwhelmed by the complex process of data analysis and decision-making and that often there is insufficient attention to authentic assessment practices which focus on assessment for learning (AfL) in initial teacher education (ITE), so teachers are uncertain how to integrate assessment into teaching and make trustworthy assessment decisions to develop student learning. This paper reports on the results of a study of the process of pre-service teachers’ (PSTs) decision-making in assessment practices in Myanmar with real students and in real classroom conditions through the lens of teacher agency. Using a design-based research methodology, a needs-based professional development program for PSTs’ assessment literacy was developed and delivered in one university. Following the program, thirty PSTs in the intervention group were encouraged to implement selected assessment strategies during their practicum. Semi-structured individual interviews were undertaken with the intervention group before and after their practicum in schools. This data was analyzed together with data collected during their practicum, including lesson plans, observation checklists and audiotapes of lessons. The analysis showed that PSTs’ decision-making in the classroom was largely influenced by their beliefs of and values in using assessment strategies but, importantly, constrained by their supervising teachers. The PSTs who understood the principles of AfL and wanted to implement on-going assessment experienced tension with supervising teachers who wanted to retain high control of the practicum. As a result, most PSTs could not use assessment strategies effectively to inform their decisions about learning and teaching activities. Those PSTs who were allowed greater autonomy during their practicum and understood AfL assessment strategies had greater freedom to experiment, which allowed them multiple opportunities to apply the result of any assessment activity to improve both their own teaching and students’ learning. The paper concludes with a discussion of the kind of support PSTs need to develop their assessment decision-making knowledge and skills during their practicum.

scholarly journals Motivation and Participation of EFL Students in the Implementation of Scientific Approach

2018 ◽  
Vol 5 (1) ◽  
pp. 35
Author(s):  
Rifyal Mukarram ◽  
M. Basri Wello ◽  
Sukardi Weda
Keyword(s):  
Learning Motivation ◽  
Classroom Participation ◽  
English Learning ◽  
Motivating Factors ◽  
English Class ◽  
Scientific Approach ◽  
Oral Participation ◽  
Efl Students ◽  
Embodied Action ◽  
Academic Year

The aims of this study are: 1) to investigate the EFL students’ motivation in the implementation of the scientific approach (SA) and 2) to investigate the EFL students’ participation in the implementation of the scientific approach (SA). This investigation was under Classroom Action Research (CAR) and was done in two cycles consisted of four stages namely planning, acting, observing and reflecting. The subjects were the students of SMP Negeri 2 Sinjai Tengah in academic year 2016/2017. The data was collected through observation, questionnaires, and interview. While the results of CAR, both in the first and the second cycle shows that the students’ motivation and participation in the English learning process significantly improved by implementing SA. All students gave positive responses toward the implementation of SA in the English class. Of the two variables, participation variable is higher than the motivation variable. For learning motivation, students’ reaction toward the teacher’s responses and spirit of the students in carrying out their tasks were the most motivating factors of the students in learning. Meanwhile for the classroom participation, classroom embodied action and silent or non-oral participation were the most participation activities favored by students.

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