Teacher Subjectivity Regarding Assessment: Exploring English as
a Foreign Language Teachers’ Conceptions of Assessment Theories
that Influence Student Learning

J 2018

Teacher Subjectivity Regarding Assessment: Exploring English as a Foreign Language Teachers’ Conceptions of Assessment Theories that Influence Student Learning

SEDEN, Kinley a Roman ŠVAŘÍČEK

Základní údaje

Originální název

Teacher Subjectivity Regarding Assessment: Exploring English as a Foreign Language Teachers’ Conceptions of Assessment Theories that Influence Student Learning

Autoři

SEDEN, Kinley (64 Bhútán, domácí) a Roman ŠVAŘÍČEK (203 Česká republika, garant, domácí)

Vydání

Center for Educational Policy Studies Journal, 2018, 1855-9719

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Stát vydavatele

Slovinsko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Organizační jednotka

Filozofická fakulta

DOI

http://dx.doi.org/10.26529/cepsj.500

Klíčová slova anglicky

EFL teachers; subjective theory; assessment practices; assessment planning; assessment implementation

Změněno: 19. 4. 2024 12:28, Mgr. Michal Petr

Anotace

V originále

Evidence shows that teachers’ beliefs about the purpose of assessment are relevant with regard to how assessment is planned and implemented in classroom settings. Using a range of data sources, this qualitative interpretive study examined how 10 English as a Foreign Language teachers in Czech lower secondary schools perceived their assessment beliefs (subjective theories) and how these beliefs influenced their assessment practices within the classroom. The findings showed that although the majority of the teachers used a wide range of sources to construct their subjective theories of assessment, most of their assessment practices are still based on old-fashioned routines and in contradiction of previous research findings. An analysis of the importance of assessment practices revealed that grading, testing, questioning, and verbal feedback were used often, while self-peer, written, and portfolio assessments were the least exercised options. Furthermore, the results indicated that the majority of the teachers used assessment for managing behaviour and for certification rather than to improve teaching and learning. The results also suggested that introducing targeted professional development courses that aim to create innovative assessment practices could contribute to transforming teaching and learning for better student learning.

Citovat

SEDEN, Kinley a Roman ŠVAŘÍČEK. Teacher Subjectivity Regarding Assessment: Exploring English as a Foreign Language Teachers’ Conceptions of Assessment Theories that Influence Student Learning. Center for Educational Policy Studies Journal. 2018, roč. 8, č. 3, s. 119-139. ISSN 1855-9719. Dostupné z: https://dx.doi.org/10.26529/cepsj.500.

@article{1545925,
   author = {Seden, Kinley and Švaříček, Roman},
   article_number = {3},
   doi = {http://dx.doi.org/10.26529/cepsj.500},
   keywords = {EFL teachers; subjective theory; assessment practices; assessment planning; assessment implementation},
   language = {eng},
   issn = {1855-9719},
   journal = {Center for Educational Policy Studies Journal},
   title = {Teacher Subjectivity Regarding Assessment: Exploring English as a Foreign Language Teachers’ Conceptions of Assessment Theories that Influence Student Learning},
   url = {https://ojs.cepsj.si/index.php/cepsj/article/view/500/300},
   volume = {8},
   year = {2018}
}

TY  - JOUR
ID  - 1545925
AU  - Seden, Kinley - Švaříček, Roman
PY  - 2018
TI  - Teacher Subjectivity Regarding Assessment: Exploring English as a Foreign Language Teachers’ Conceptions of Assessment Theories that Influence Student Learning
JF  - Center for Educational Policy Studies Journal
VL  - 8
IS  - 3
SP  - 119-139
EP  - 119-139
SN  - 18559719
KW  - EFL teachers
KW  - subjective theory
KW  - assessment practices
KW  - assessment planning
KW  - assessment implementation
UR  - https://ojs.cepsj.si/index.php/cepsj/article/view/500/300
N2  - Evidence shows that teachers’ beliefs about the purpose of assessment are relevant with regard to how assessment is planned and implemented in classroom settings. Using a range of data sources, this qualitative interpretive study examined how 10 English as a Foreign Language teachers in Czech lower secondary schools perceived their assessment beliefs (subjective theories) and how these beliefs influenced their assessment practices within the classroom. The findings showed that although the majority of the teachers used a wide range of sources to construct their subjective theories of assessment, most of their assessment practices are still based on old-fashioned routines and in contradiction of previous research findings. An analysis of the importance of assessment practices revealed that grading, testing, questioning, and verbal feedback were used often, while self-peer, written, and portfolio assessments were the least exercised options. Furthermore, the results indicated that the majority of the teachers used assessment for managing behaviour and for certification rather than to improve teaching and learning. The results also suggested that introducing targeted professional development courses that aim to create innovative assessment practices could contribute to transforming teaching and learning for better student learning.
ER  -

SEDEN, Kinley a Roman ŠVAŘÍČEK. Teacher Subjectivity Regarding Assessment: Exploring English as a Foreign Language Teachers’ Conceptions of Assessment Theories that Influence Student Learning. \textit{Center for Educational Policy Studies Journal}. 2018, roč.~8, č.~3, s.~119-139. ISSN~1855-9719. Dostupné z: https://dx.doi.org/10.26529/cepsj.500.

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