Assessment Beliefs and Practices of Language Teachers in Primary Education

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dc.contributor.authorBUYUKKARCİ, Kagan
dc.date.accessioned2022-03-22T09:59:03Z
dc.date.available2022-03-22T09:59:03Z
dc.date.issued2014
dc.departmentİnönü Üniversitesien_US
dc.description.abstractThe use of assessment, the process of collecting information on student achievement and performance, has long been advocated so that learning cycles can properly be planned; instruction can be adjusted during the course of learning, and programs can be developed to enhance student learning. Shifting to a more pedagogical conception, the assessment moves from source of information to an inseparable part of teaching and learning. Theory and research propose that especially formative assessment can play a critical role in adjusting teaching for student learning because assessment for learning (formative assessment) provides information to be used as feedback to adjust the teaching and learning activities in which the students and teachers are engaged. This study aims to show primary school teachers’ beliefs about formative assessment. Besides, the study reveals the information about English language teachers’ real assessment practices in the primary education context. Despite course requirements, teachers’ positive beliefs and attitudes, the results of the study show that language teachers do not apply formative assessment practices as required in the national curriculum. Instead of using assessment formatively, they mostly use assessment for summative purposes.en_US
dc.identifier.citationBuyukkarci, D. K. (2013). Assessment Beliefs and Practices of Language Teachers in Primary Education . International Journal of Instruction , 7 (1) , . Retrieved from https://dergipark.org.tr/tr/pub/eiji/issue/5136/69989en_US
dc.identifier.urihttps://hdl.handle.net/11616/56908
dc.language.isoenen_US
dc.relation.ispartofInternational Journal of Instructionen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.titleAssessment Beliefs and Practices of Language Teachers in Primary Educationen_US
dc.typeArticleen_US

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