Foreign Language Teachers’ Assessment Practices in French-Speaking Belgium’s Upper Secondary Schools: a Case Study

2015 ◽  
Vol 23 (2) ◽  
pp. 1-8
Author(s):  
Kevin Noiroux
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Language Teachers ◽  
Assessment Practices ◽  
Foreign Language Teachers ◽  
Upper Secondary ◽  
French Speaking ◽  
Upper Secondary Schools

scholarly journals What Kind of Feedback is Perceived as Encouraging by Finnish General Upper Secondary School Students?

2021 ◽  
Vol 11 (1) ◽  
pp. 12
Author(s):  
Toni Mäkipää ◽  
Raili Hildén
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Teacher Assessment ◽  
Language Teachers ◽  
Assessment Practices ◽  
School Students ◽  
Language Teacher Education ◽  
Upper Secondary ◽  
Language Classes ◽  
Upper Secondary Schools

Our main aim in this study was to compare encouraging feedback practices in Finnish general upper secondary foreign language classes and examine how students perceive language teachers’ assessment practices. The participants were 160 students of English, 95 students of Swedish, and 27 students of French from six general upper secondary schools. The data comprised one open-ended question and one Likert scale question with nine items. Both qualitative and quantitate methods were used to analyze the data. The results showed that content was the most important feature in feedback that was perceived as encouraging by students. The results further indicated that students considered teacher assessment practices to be primarily summative, but differences were also found between schools. The evidence from this study suggests that students appreciate teacher feedback, but do not perceive it to be an intrinsic part of teacher assessment practices. The importance of formative assessment and feedback should be more heavily emphasized in foreign language teacher education.

scholarly journals Teacher education

2005 ◽  
Vol 38 (1) ◽  
pp. 40-41
Keyword(s):  
New York ◽  
Teacher Education ◽  
Foreign Language ◽  
Language Teachers ◽  
Theory And Practice ◽  
Methods Course ◽  
Foreign Language Teachers ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

05–88Haley, Marjorie Hall (George Mason U, USA). Implications of using case study instruction in a foreign/second language methods course. Foreign Language Annals (New York, USA) 37.2 (2004), 290–300.05–89Lozano, Albert S. (California State U, USA), Padilla, Amado M., Sung, Hyekyung & Silva Duarte M. A statewide professional program for California foreign language teachers. Foreign Language Annals (New York, USA) 37.2 (2004), 301–309.05–90Rilling, Sarah, Dahlman, Anne, Dodson, Sarah, Boyles, Claire & Pavant, Özlem (Kent State U, USA). Connecting CALL theory and practice in pre-service teacher education and beyond: processes and products. CALICO Journal (TX, USA) 22.2 (2005), 213–235.

“This school really teaches you to talk to your teachers”: Students’ experience of different assessment cultures in three Icelandic upper secondary schools

2020 ◽  
Vol 14 ◽  
pp. 63-88
Author(s):  
Ívar Rafn Jónsson ◽  
◽  
Guðrún Geirsdóttir
Keyword(s):  
Secondary Schools ◽  
Assessment Tools ◽  
Assessment Practices ◽  
Teacher Student Relationships ◽  
Assessment Culture ◽  
Teacher Student ◽  
Upper Secondary ◽  
Group Interviews ◽  
Upper Secondary Schools

Assuming that the quality of assessment for learning (AfL) is, to some extent, bound by the context of the assessment culture it thrives in, it becomes important to understand students’ experiences of the cultural characteristics that are regarded as valuable for their learning. The purpose of this study is to explore and compare students’ experiences of assessment practices in schools with an overt policy of AfL implementation with those of students in schools with no AfL policy. Focus group interviews with students were conducted in three Icelandic upper secondary schools. The findings show that students value positive teacher–student relationships and active dialogue with teachers. Moreover, a “mixed” assessment culture could be seen in one school, where a culture of grading is prevalent in conjunction with a learning-oriented assessment culture. We propose that stakeholders of upper secondary schools discuss openly and review critically the interplay of assessment tools such as grades and formative feedback. In light of these findings, it is important that the prevailing practice of assessment guides students to internalise the mindset that is embedded in AfL.

scholarly journals Digital portfolio in building teaching efficacy of pre-service teachers

2015 ◽  
Vol 3 (1) ◽  
pp. 57-68 ◽  
Author(s):  
Ivana Cimermanová
Keyword(s):  
Foreign Language ◽  
Teaching Efficacy ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Self Confidence ◽  
The Social ◽  
Digital Portfolio ◽  
Pre Service Teacher

Abstract The paper discusses the role of e-portfolio in the development of reflective thinking in a group of pre-service English as a foreign language teachers. It stresses the benefits it can bring (e.g. autonomous learning, cooperative learning - the author highlights the social context of e-portfolio) as well as presents the threats and risks it might bring based on the own experience of the author. The results of this case study showed that the process of e-portfolio building can enhance professional development, self-confidence and the ability to self-reflect own work and progress. The author indicates also the possibilities of its use not only in the groups of pre-service teacher trainers but also in the groups of in-service teachers.

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

2018 ◽  
Vol 8 (3) ◽  
pp. 119 ◽  
Author(s):  
Kinley Seden ◽  
Roman Svaricek
Keyword(s):  
Foreign Language ◽  
Student Learning ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Assessment Practices ◽  
Foreign Language Teachers ◽  
Interpretive Study ◽  
Wide Range ◽  
Research Findings ◽  
Assessment Beliefs

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 introducingtargeted professional development courses that aim to create innovative assessment practices could contribute to transforming teaching and learning for better student learning. 

scholarly journals Developing english as a foreign language (EFL) teacher’s identity

2021 ◽  
Vol 2 (1) ◽  
pp. 79-90
Author(s):  
Raúl Sebastián Ramírez Basantes
Keyword(s):  
Identity Development ◽  
Foreign Language ◽  
Emotional Labor ◽  
Role Models ◽  
Participant Observation ◽  
Language Teachers ◽  
Student Experiences ◽  
Foreign Language Teachers ◽  
Efl Teaching

Early teaching and student experiences act as cultural references for English as a Foreign Language teachers. Tools and strategies are articulated in the form of roles, which are constantly tested and negotiated within the classroom, modeling the EFL teacher’s identity. The following is a case study on three EFL teacher’s identity development from the Pontificia Universidad Católica del Ecuador. The presence of roles related to EFL teaching was identified through a semi-participant observation and compiled in an observation grid. Observed tools and strategies origin was deepened in the transcription of interviews based on life stories, using a biographical methodology. The use of Socializing / Empathizing skills from the Acculturator role were present in codeswitch using an Ecuadorian pitch, aimed to deal with emotional transactions in the class successfully. Previous working experiences allowed teachers to find strategies to incorporate EFL teaching roles with low emotional labor. Role models from the family and working context played a crucial role in the integration of emotional tools to negotiate roles within the class with low emotional labor.

Intercultural Pragmatics as Part of Intercultural Education for Teachers

2019 ◽  
pp. 228-243
Author(s):  
Agnieszka A. Strzałka
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Core Curriculum ◽  
Language Education ◽  
Language Teachers ◽  
Intercultural Education ◽  
Foreign Language Teachers ◽  
The Core ◽  
Language Classes ◽  
Intercultural Pragmatics

Intercultural education, as an idea to understanding and respect other cultures, has been suggested as an important element of educational endeavor across the curriculum for primary and secondary schools in many countries worldwide, including Poland. If such key elements of intercultural education, as knowledge of other cultures, skills of negotiating meaning, or the attitude of tolerance and openness are to become the new goals in language education, it is incumbent on teachers and, first and foremost, on teacher trainers to be interculturally aware themselves before they can introduce the dimension into their foreign language classes. Thinking specifically about teaching intercultural pragmatics, that is acting with words in an intercultural context, neither the core curriculum nor the coursebooks provide sufficient encouragement and guidance for foreign language teachers.

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