09 SES 05 B JS, Perceptions and Learning Opportunities of Beginner Teachers on Assessment
Joint Paper Session NW 09 and NW 10
Assessment is an on-going process aimed at understanding and improving student learning and it involves making expectations explicit and public; setting appropriate criteria and high standards for learning quality; systematically gathering, analysing, and interpreting evidence to determine how well performance matches those expectations and standards, and using the resulting information to document, explain, and improve performance (Angelo, 1995). According to Chirimbu (2013: 1), the main purpose of assessment is 'to provide learners with a corrective feedback, so that they might know their strong and weak points and on the other hand to rank students in an educational institution according to their performance' and 'to rank learners, makes the pre-testing activities of the assessor a specific importance, as the format of the test will trigger certain results'. Evaluation, on the other hand, is defined as the systematic assessment of the operation and/or the outcomes of a program or a policy, compared to a set of explicit or implicit standards, as a means of contributing to the improvement of the program or policy (Weiss, 1998). These two phenomena are considered essential to education of all levels in Turkey, and introduced as a part of teacher training programmes at most of the state universities in the country due to the fact that the graduate students are most likely to work at educational institutions where testing and assessment are conducted by the teachers rather than a particular unit such as testing office. Assessment and evaluation have been investigated in a considerable number of studies from different aspects. Namely, Chan (2007) examined EFL teachers’ beliefs and practices about multiple assessments in Taiwan, and concluded that they strongly believe that multiple assessments were more practical than traditional pen-paper. Yung (2008) found similar results in a further study. In a similar study, Öz (2014) concluded that most of Turkish EFL teachers rely on conventional methods rather than formative assessment tools such as self-assessment and peer assessment.
Angelo, T. A. (1995). Reassessing (and Defining) Assessment. AAHE Bulletin, 48(3): 7. British Council & TEPAV (2014). Turkey National Needs Assessment of State School English Language Teaching. Retrieved from http://www.tepav.org.tr/en/yayin/s/705. Chan, Y. C. (2007). Elementary school EFL teachers’ beliefs and practices of multiple assessments in the northern Taiwan. National Science Council Research Project (NSC 92-2411-H-152-006). Taipei: National Science Council. Chirimbu, S. (2013). Using Alternative Assessment Methods in Foreign Language Teaching. Case Study: Alternative Assessment of Business English for University Students. Scientific Bulletin of the Politechnica University of Timişoara Transactions on Modern Languages, 12(1-2). Öz, H. (2013). Turkish teachers’ practices os assessment for learning in the English as a foreign language classroom. Journal of Language Teaching and Research, 5,4, 775-785. Weiss, C. (1998). Evaluation: methods for studying programs and policies: 1-19, Prentice Hall, N.J. Yung., T. (2008). Factors affecting EFL teachers’ use of multiple classroom assessment practices with young language leraners. English Teaching & Learning, 32,4, 85-123.
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