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@article{1496450, author = {Seden, Kinlay and Švaříček, Roman}, article_location = {Budapest}, article_number = {Education Sciences Journal}, doi = {http://dx.doi.org/10.21549/NTNY.25.2019.1.2}, keywords = {Teacher perceptions; Assessment; Fair assessment; Assessment that works; Assessment that doesn’t work}, language = {eng}, issn = {2063-9546}, journal = {Neveléstudomány}, title = {English as a Foreign Language (EFL) Teachers’ Perceptions of Fair Assessment}, url = {http://dx.doi.org/10.21549/NTNY.25.2019.1.2}, volume = {2019}, year = {2019} }
TY - JOUR ID - 1496450 AU - Seden, Kinlay - Švaříček, Roman PY - 2019 TI - English as a Foreign Language (EFL) Teachers’ Perceptions of Fair Assessment JF - Neveléstudomány VL - 2019 IS - Education Sciences Journal SP - 20-30 EP - 20-30 PB - Etvos Lorand University SN - 20639546 KW - Teacher perceptions KW - Assessment KW - Fair assessment KW - Assessment that works KW - Assessment that doesn’t work UR - http://dx.doi.org/10.21549/NTNY.25.2019.1.2 L2 - http://dx.doi.org/10.21549/NTNY.25.2019.1.2 N2 - Although assessment is crucial, we know less about how assessment is understood and administered by teachers. The following study explored insight into lower secondary EFL teachers’ perceptions of fair assessment and the types of assessment that worked and those that did not work in their classes. The data was processed through individual semi-structured interviews with ten (grades 7-9) English as a Foreign Language teachers representing seven lower secondary schools in the Czech Republic. The concept of fair assessment and assessment that worked or not were identified, analysed and interpreted. The findings showed use of specific and focused assessment criteria and assessment that is non-judgemental, honest and transparent as fair assessment. Results indicated verbal assessment to be the best example of assessment that work while self-peer as assessment that doesn’t work with students. Although assessment is crucial, we know less about how assessment is understood and administered by teachers. The following study explored insight into lower secondary EFL teachers’ perceptions of fair assessment and the types of assessment that worked and those that did not work in their classes. ER -
SEDEN, Kinlay and Roman ŠVAŘÍČEK. English as a Foreign Language (EFL) Teachers’ Perceptions of Fair Assessment. \textit{Neveléstudomány}. Budapest: Etvos Lorand University, 2019, vol.~2019, Education Sciences Journal, p.~20-30. ISSN~2063-9546. Available from: https://dx.doi.org/10.21549/NTNY.25.2019.1.2.
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