Formative assessment was first used by Scriven (1967), but studies focused on formative assessment in ESL and EFL classes started in 2000. Among very few studies on formative assessment practices includes the ones of Gattullo (2000) Ruiz‐Primo & Furtak (2007), Pham (2012), Buyukkarci (2014) and Wubshet & Menuta (2015). Gattullo (2000) conducted a case study on formative assessment in English language teaching elementary classrooms in Italy. He observed four primary teachers’ performance in applying
Formative assessment was first used by Scriven (1967), but studies focused on formative assessment in ESL and EFL classes started in 2000. Among very few studies on formative assessment practices includes the ones of Gattullo (2000) Ruiz‐Primo & Furtak (2007), Pham (2012), Buyukkarci (2014) and Wubshet & Menuta (2015). Gattullo (2000) conducted a case study on formative assessment in English language teaching elementary classrooms in Italy. He observed four primary teachers’ performance in applying
To apply formative assessment effectively in the classroom, teachers have to know about formative assessment principles so that they can optimize the opportunities for gathering evidence. In so doing, it helps improve students’ learning process. Black and William (1998a) “set out four main headings for formative assessment practice: sharing learning goals, questioning, self/ peer assessment and feedback”. o Sharing learning goals: teachers give students an opportunity to get involved in what they
recent years, researchers have stressed the role of assessment in this process. Assessment is really vital to the process of education. In schools, the most visible assessments are summative. However, assessment also serves a formative function. In classroom, formative assessment refers to frequent, interactive assessments of student progress and understanding to identify learning needs and adjust teaching appropriately. Teachers using formative assessment techniques are better prepared to meet diverse
attention has been given to language assessment as indicative of the school’s overall performance and areas for possible improvement. Language schools are held accountable for the provision of educational services that meet students’ personal needs, the needs of prospective employers or the job market in general, and at the same time are in line with national and the widely-recognized standards such as the Common European Framework of Reference (CEFR). Large-scale assessments offer reliable data on the school’s
Philosophical and theories perspectives The underlying philosophy and theory perspectives for the resource video clip, Gagne 9 instructional events and the overall instructional plan are based on constructivism and objectivism. According to Vrasidas (2000) discussion, the objectivist paradigm is built on the belief that the existence of a real world. In a learning session, the learners learn with the thought and knowledge already in the mind. Whereas, the constructivist paradigm is built around
Introduction According to researchers on ESL context, individual teachers bring to the class a teaching philosophy and personal principles which are widely accepted and applied or just those of their own. They serve as a basis for all teacher professional practices from planning and conducting the lesson to assessment and evaluation (Bailley, 1996; Richards, 1998, as cited in Richards, 2001). As demonstrated in the following teaching and learning philosophy, a variety of aspects are taken into account
1.1 Language Assessment Language assessment serves dual purpose in applied linguistics, first it operationalizes the theories of applied linguistics and, secondly, it provides applied linguistics with data for analyzing language knowledge as well as language use (Clapham, 2000). 1.1.1 Testing and Assessment Language testing and assessment are commonly misunderstood in the field of education as being synonymous terms but they are quite different constructs. A test is defined by Brown (2003) as a method
EVOLUTION OF BHUTAN’S EDUCATION POLICY Bhutan is a small nation known for its isolationism and its cherished Lamaist traditions. Before the king Jigme Wangchuck introduced modern education system in Bhutan in 1960s Buddhist monastic institutions were the only source of formal education available to the Bhutanese people. History of Modern Education in Bhutan This Himalayan nation was geographically isolated from the rest of the world until 1961 when the third Druk Gyalpo , Jigme Dorji Wangchuck
SELF-DIRECTED LEARNING AND STUDENTS’ LEVEL OF COMPETENCIES: A QUANTITATIVE ANALYSIS OF HIGHER TECHNICAL INSTITUTIONS IN NEPAL Hari Prasad Nepal A Thesis Proposal Submitted to School of Education Kathmandu University Lalitpur, Nepal September, 2014 TABLE OF CONTENTS CHAPTER I 1 INTRODUCTION 1 Problem Statement 6 Purpose