scholarly journals Formative Assessment in Language Evaluation Class

2020 ◽  
Vol 5 (1) ◽  
pp. 15
Author(s):  
Basori Basori ◽  
Harir Mubarok
Keyword(s):  
Formative Assessment ◽  
Group Work ◽  
Qualitative Method ◽  
Native Speaker ◽  
Classroom Observations ◽  
Assessment Technique ◽  
Materials Used ◽  
Assessment Strategies ◽  
Pair Work ◽  
English Native Speaker

<p align="center">This study is intended to analyze variations of formative assessment strategies applied in Language Evaluation class. The class was taught by an English native speaker. A descriptive qualitative method was employed in the study in which interviews and classroom observations were conducted to collect the data. In addition, syllabus and materials used for the class were also used as the supporting instruments in the study. The findings set out that various kinds of formative assessment used in the respective class. They were oral question, choral questioning, a quiz, Think-Pair-Share, Think-Pair-Write-Share, pair work and group work. The delivery of each assessment technique are differed in each lesson, but are always preceded with questions before a specific technique used. The study advocates that formative assessment in higher education is highly suggested, yet real challenges lie for lecturers to apply.</p>

scholarly journals The Portrait of English Teaching Grounded in Interculturality

2020 ◽  
Vol 4 (3) ◽  
pp. 323-347
Author(s):  
Ramsa Aryadi ◽  
Jumatul Hidayah ◽  
Sarwo Edy
Keyword(s):  
Group Work ◽  
Qualitative Method ◽  
Language Teaching ◽  
Group Interaction ◽  
English Teachers ◽  
Cultural Comparison ◽  
English Teaching ◽  
Pair Work

This study aimed to analyze English teaching based on the perspective of intercultural language teaching (ILT). The ILT perspective was referred to Liddicoat and Scarino's (2013) model. Three English teachers from one of the schools in Kepahiang District were engaged as the participants of this study. This study applied a qualitative method. The data were collected using observation. The findings of this study revealed that the teachers had applied three principles of ILT, namely active construction, making connections, and interaction. Active construction was represented by some activities such as word quiz, the use of cultures-embedded materials, group work, pair-work communication, and check and recheck with partners. Making connection principle was portrayed from some activities such as directing questions and cultural comparison. Interaction principle was depicted from some activities such as the use of cultures-embedded texts, group-interaction, pair-wok communication, and check and recheck with partners. It is recommended that further studies be conducted by involving more participants so that richer data with their varieties can be portrayed. 

scholarly journals Measurement for accentedness, pause frequency/duration and nuclear stress placement in the EFL classroom

2017 ◽  
Vol 70 (3) ◽  
pp. 185-200
Author(s):  
Pedro Luis Luchini
Keyword(s):  
Multivariate Analysis ◽  
Experimental Research ◽  
Native Speaker ◽  
The Other ◽  
Speaking Test ◽  
Phonological Form ◽  
Group B ◽  
English Native Speaker ◽  
Teacher Centered ◽  
Stress Placement

This study reports on an experimental research carried out with 50 Spanish-L1 trainees, divided into 2 groups: A & B. Both groups were presented with a traditional-teacher centered approach based on controlled exercises (repetition, imitation), but group B added a communicative component in which students completed a battery of sequenced tasks with a focus on phonological form. Both groups recorded a speaking test before & after instruction which was used to measure and compare degrees of accentedness, frequency & duration of pauses and nuclear stress placement. Ten English-native-speaker-raters judged the recordings to determine the speakers’ degree of perceived accentedness. Two specialists, using inter-marker reliability, segmented the transcriptions of recordings and identified nuclear stress placement. Another two specialists identified empty pauses. Multivariate analysis was used to measure results. Overall, group B (learners exposed to the communicative component) obtained better results in all 3 parameters than the other group. Finally, some pedagogical implications for the teaching of L2 pronunciation in ELT contexts will be discussed. 

scholarly journals Letting students decide whether to work in pairs or individually in class

2021 ◽  
Vol 11 (3) ◽  
pp. 174-187
Author(s):  
Juan Carlos Araujo Portugal
Keyword(s):  
Group Work ◽  
Research Study ◽  
Learning Preferences ◽  
Classroom Research ◽  
Foreign Languages ◽  
Learning Gains ◽  
Intermediate Students ◽  
Participant Observer ◽  
Pair Work ◽  
Personal Decision

Communicative approaches to language teaching have advocated for the benefits of pair and group work when learning foreign languages. This paper reports an example of classroom research that has been carried out with intermediate students of English, level B1+, focusing on how they prefer to work in class as regards grammar and vocabulary exercises when given the chance to choose. In order to obtain the results for this classroom research study, the students’ teacher becomes a participant observer who records the data throughout the course and collects the data on observation worksheets. Contrary to what it might be expected, the outcomes show that many of the younger students prefer working on their own and then compare and justify their answers with their partners, rather than working in pairs from the very beginning. This is recommended to establish whether this is just specific of these students, or it is something common with other students and teachers have been unaware of it.   Keywords: Classroom research, individual work, learning gains, learning preferences, pair work, personal decision.

A Study of the Implementation of Formative Assessment in Three Large Urban Districts

2019 ◽  
Vol 56 (6) ◽  
pp. 2408-2438 ◽  
Author(s):  
Carla C. Johnson ◽  
Toni A. Sondergeld ◽  
Janet B. Walton
Keyword(s):  
Formative Assessment ◽  
Effective Teachers ◽  
Teacher Educators ◽  
The United States ◽  
Public School Districts ◽  
Master Teachers ◽  
Policy Makers ◽  
Frequency Of Use ◽  
Urban Public School ◽  
Assessment Strategies

In this study, we examined the enactment of formative assessment by administrator-selected master teachers in large, urban, public school districts in three regions of the United States. Furthermore, this study also included an investigation of the perceptions and frequency of use for all teachers within the same districts to gather a snapshot of the state of use of formative assessment within those settings overall. Currently, the research base is limited regarding how effective teachers implement formative assessment strategies in their classrooms and how teachers in general perceive formative assessment. Thus, the purpose of this study was to gain a broader understanding of how teachers conceptualize and enact formative assessment strategies in their classrooms with the aim of providing guidance to teacher educators, professional development providers, and policy makers about gaps in teachers’ understanding of and use of formative assessment. Findings from classroom observations revealed that master teachers implemented some aspects of formative assessment effectively and other areas were used much less frequently and/or effectively. Teachers within the participating districts reported similar use frequencies. Implications for research and practice in the area of formative assessment are discussed.

scholarly journals Impact of Formative Assessment and Feedback on Higher Education

2018 ◽  
Vol III (IV) ◽  
pp. 498-514
Author(s):  
Muhammad Naseer Ud Din ◽  
Waqar Un Nisa Faizi ◽  
Abdul Majeed Khan
Keyword(s):  
Higher Education ◽  
Formative Assessment ◽  
Teaching And Learning ◽  
Great Influence ◽  
Documentary Analysis ◽  
Testing Strategies ◽  
Training Development ◽  
Learning Procedure ◽  
Assessment Strategies ◽  
The Impact

This research study is based on the literature review through documentary analysis. In this study it is aimed to find out the impact of formative and feedback assessment in Higher Education in Pakistan. Assessment is a key role to enhance both teaching and learning and is needed in assuring the nature of training development, including analytic testing, strategies are related to formal and no formal assessment strategies directed by teachers amid the learning procedure with the end goal to adjust educating and learning exercises to enhance understudy achievement. Input is the best apparatus when started by the understudy, related to self and associate to assessment. The study was discussed in detail through theoretical framework on nature formative feedback and formative assessment. It is well up to the mark and standard policy documented about the assessment that has a great influence on the teaching and learning process.

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