| MUIANGA, Felizardo Armando. English language teachers' conceptions of assessment. Frontiers in Education. Lausanne, Switzerland: FRONTIERS MEDIA SA, 2023, roč. 7, article number 972005, s. nestránkováno, 15 s. ISSN 2504-284X. Dostupné z: https://dx.doi.org/10.3389/feduc.2022.972005. |
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@article{2256657,
author = {Muianga, Felizardo Armando},
article_location = {Lausanne, Switzerland},
article_number = {article number 972005},
doi = {http://dx.doi.org/10.3389/feduc.2022.972005},
keywords = {language teacher; teacher assessment; assessment policy; conceptions of assessment; Mozambique},
language = {eng},
issn = {2504-284X},
journal = {Frontiers in Education},
title = {English language teachers' conceptions of assessment},
url = {https://www.frontiersin.org/articles/10.3389/feduc.2022.972005/full},
volume = {7},
year = {2023}
}
TY - JOUR
ID - 2256657
AU - Muianga, Felizardo Armando
PY - 2023
TI - English language teachers' conceptions of assessment
JF - Frontiers in Education
VL - 7
IS - article number 972005
SP - nestránkováno
EP - nestránkováno
PB - FRONTIERS MEDIA SA
SN - 2504284X
KW - language teacher
KW - teacher assessment
KW - assessment policy
KW - conceptions of assessment
KW - Mozambique
UR - https://www.frontiersin.org/articles/10.3389/feduc.2022.972005/full
N2 - Conceptions of assessment are critical to implementing new assessment policies since they influence how teachers understand, interpret, and implement new policies. This small-scale qualitative study investigated 12 secondary school English language teachers' views about the current secondary school assessment policy and their conceptions of assessment. The data were collected through in-depth interviews in Maputo, Mozambique. The findings suggest that most participants are unfamiliar with the current assessment policy. The participants conceive of assessment as extrinsically motivating students, improving teaching and learning, holding students accountable, reporting, compliance, and irrelevant. Some participants reported pure conceptions of assessment (either improvement or student accountability), while others reported mixed conceptions (either mixed school and student accountability and improvement and mixed student accountability and irrelevant). The emerging profiles of teachers' conceptions of assessment are expected to provide a starting point for a discussion about designing effective professional development programs in assessment literacy in Mozambique.
ER -
MUIANGA, Felizardo Armando. English language teachers' conceptions of assessment. \textit{Frontiers in Education}. Lausanne, Switzerland: FRONTIERS MEDIA SA, 2023, roč.~7, article number 972005, s.~nestránkováno, 15 s. ISSN~2504-284X. Dostupné z: https://dx.doi.org/10.3389/feduc.2022.972005.
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