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Linking Learners’ Perspectives on Language Assessment Practices to Teachers’ Assessment Literacy Enhancement (TALE): Insights from Four European Countries
Language Assessment Quarterly ( IF 2.143 ) Pub Date : 2020-06-16 , DOI: 10.1080/15434303.2020.1776714
Karin Vogt 1 , Dina Tsagari 2 , Ildikó Csépes 3 , Anthony Green 4 , Nicos Sifakis 5
Affiliation  

ABSTRACT

This article presents results from a needs analysis survey conducted in the first year of a European-funded project entitled ‘Teachers’ Assessment Literacy Enhancement (TALE)’. The survey questionnaire used asked 1788 learners of English in Cyprus, Germany, Greece and Hungary about their experiences of assessment; which of these they considered conducive to learning and the role feedback played as an instrument of formative assessment. Further questionnaire data from their 658 teachers were included in the data analysis. The results showed that practices differed across contexts. Overall, both learners and teachers reported a wide range of skills and areas to be assessed in the EFL classroom with writing, followed by speaking, being assessed the most. Based on the perceptions reported by the learners, the assessment types used revealed rather traditional approaches with frequent use of e.g. discrete-point tests with closed answers, extended writing and translation. The learners appeared to regard these types of assessment to be supportive of their learning. Feedback given was mostly restricted to marks and brief comments. The perceptions on feedback practices varied among teachers and their learners. Results of the needs analysis were taken as the basis of the online course design for enhancing teachers’ language assessment literacy.



中文翻译:

将学习者对语言评估实践的观点与教师评估素养(TALE)联系起来:来自四个欧洲国家的见解

摘要

本文介绍了一项由欧洲资助的项目第一年进行的需求分析调查的结果,该项目名为“教师评估素养(TALE)”。调查问卷向塞浦路斯,德国,希腊和匈牙利的1788名英语学习者询问了他们的评估经验;他们认为其中哪些有利于学习,反馈在形成评估中的作用。数据分析包括来自658名教师的进一步问卷数据。结果表明,实践因环境而异。总体而言,学习者和老师都报告了在EFL课堂中要评估的各种技能和领域,其中写作最多,其次是演讲,而评估最多。根据学习者报告的看法,使用的评估类型揭示了相当传统的方法,例如频繁使用离散答案,封闭答案,扩展写作和翻译。学习者似乎认为这些类型的评估有助于他们的学习。给出的反馈意见主要限于商标和简短评论。老师和他们的学习者对反馈实践的看法各不相同。需求分析的结果被用作在线课程设计的基础,以提高教师的语言评估素养。老师和他们的学习者对反馈实践的看法各不相同。需求分析的结果被用作在线课程设计的基础,以提高教师的语言评估素养。老师和他们的学习者对反馈实践的看法各不相同。需求分析的结果被用作在线课程设计的基础,以提高教师的语言评估素养。

更新日期:2020-06-16
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