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‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it
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Making and shaping the first Nishkam Nursery: a linguistic ethnographic study of a British Sikh project for childhood
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The teaching of reading English in a foreign language in Libyan universities: methods and models
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Towards an understanding of Pakistani undergraduates’ current attitudes towards learning and speaking English
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Difficulties Encountered by Libyan University Students of English as a Foreign Language in the Use of Lexical Collocations
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Are Graded Lesson Observations the "Elephant" in Our Classrooms? An Exploration into the Views of In-Service Teacher Trainees on Lesson Observations
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The Impact of Primary Teachers' Pedagogical Knowledge and Autonomy on the Teaching of Early Reading
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On Demand: Exploring the Potential of Electronic Feedback on Assessment Performance
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Evaluating the use of lecture capture using a revealed preference approach
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Singing from the same hymn sheet? What language assessment literacy means to teachers
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Abstract:
This proposal focuses on a project which investigated language assessment literacy practices in the classroom. The project sought to bring teachers more directly into the assessment literacy debate and provide them with training materials which meet their stated needs. With the exception of a single case study following three Chinese University teachers (Xu 2015), no teachers have been asked directly about their attitudes to assessment or their specific training needs Exploring teachers’ current levels of assessment literacy may help teacher educators to better understand the factors which promote or prevent effective assessment, and thus contribute to more targeted teacher education. However, an investigation into what is happening in classes may be of little value without exploring why it is happening. Teachers’ attitudes and beliefs are frequently cited as exerting a powerful role in shaping their decisions, judgments and behaviour (see for example: Borg, 2006; Kagan, 1992). The first part of the project was based on interviews and observation. The interviews drew on Davies’ (2008) categories of testing knowledge. He defines these as skills, knowledge and principles. The interviews asked teachers to estimate their understanding of components of the assessment process and asked them to indicate how much they would like to learn about an individual component. Observations were conducted which focussed on teacher assessment practices. Post-observation interviews were conducted with the teachers. The observations and interviews were conducted at the international study centre of a British university. Focus group discussions were held at two teaching centres attached to a major international organisation overseas. These served to confirm the earlier findings. The project culminated in the creation of a set of on-line training materials. The presentation will describe the project, its findings and conclude with a discussion of the training materials.
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Keyword:
L Education (General)
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URL: http://eprints.hud.ac.uk/id/eprint/29460/1/Lancaster%20presentation%20final.pdf http://eprints.hud.ac.uk/id/eprint/29460/
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A corpus-based study of academic-collocation use and patterns in postgraduate Computer Science students’ writing
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A computer-aided error analysis of Saudi students’ written English and an evaluation of the efficacy of using the data- driven learning approach to teach collocations and lexical phrases
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Correlations between learning styles and perceptions of Collaborative Learning in Higher Education
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Creativity and Conflict: Student responses to WW1 then and now
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