English language teachers' conceptions of assessment

MUIANGA, Felizardo Armando. English language teachers' conceptions of assessment. Frontiers in Education. Lausanne, Switzerland: FRONTIERS MEDIA SA, 2023, vol. 7, article number 972005, p. nestránkováno, 15 pp. ISSN 2504-284X. Available from: https://dx.doi.org/10.3389/feduc.2022.972005.

Basic information

• Original name: English language teachers' conceptions of assessment
• Authors: MUIANGA, Felizardo Armando (508 Mozambique, guarantor, belonging to the institution).
• Edition: Frontiers in Education, Lausanne, Switzerland, FRONTIERS MEDIA SA, 2023, 2504-284X.

Other information

• Original language: English
• Type of outcome: Article in a journal
• Field of Study: 50301 Education, general; including training, pedagogy, didactics [and education systems]
• Country of publisher: Switzerland
• Confidentiality degree: is not subject to a state or trade secret
• WWW: URL
• Impact factor: Impact factor: 2.300 in 2022
• RIV identification code: RIV/00216224:14410/23:00130341
• Organization unit: Faculty of Education
• Doi: http://dx.doi.org/10.3389/feduc.2022.972005
• UT WoS: 000920702200001
• Keywords in English: language teacher; teacher assessment; assessment policy; conceptions of assessment; Mozambique
• Tags: International impact, Reviewed

Abstract

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.

Links

• MUNI/A/1305/2021, interní kód MU: Name: Výzkum v didaktice cizích jazyků (Acronym: AKTEV XI)

Investor: Masaryk University