EFL Teachers Formal Assessment Practices Based on Exam PapersReport as inadecuate

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Online Submission, Paper presented at the International Conference on Language Research and Teaching in the Global Economic Environment (2nd, Kyiv, Ukraine, Oct 6, 2016)

This study reports initial findings from a small-scale qualitative study aimed at gaining insights into English language teachers' assessment practices in Turkey by examining the formal exam papers. Based on the technique of content analysis, formal exam papers were analyzed in terms of assessment items, language skills tested as well as the feedback provided to the students. The findings indicate that traditional ways of assessment such as multiple-choice and gap filling are the most preferred assessment items. The results also indicate that listening and speaking appear to be the ignored skills on the examinations.

Descriptors: English (Second Language), Qualitative Research, Content Analysis, Test Items, Language Skills, Feedback (Response), Second Language Instruction, Preferences, Test Format, Secondary School Curriculum, Educational Practices, English Teachers, Foreign Countries

Author: KiliƧkaya, Ferit

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2134&id=ED570243

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