This means that fewer assessments can be gathered so if they are not carefully devised fewer learning goals will be assessed at which can reduce content validity. A research done by (Chan, Y. F., & Gurnam, K. S, 2010) on portfolio assessment, some students commented it was a sheer waste of time whilst others stressed they did not know what to write as they were most of the time repeating the same thing. Another weakness of performance assessment is hard to assess reliability, which can lead to inaccuracy and unfair evaluation. Also, the teachers’ knowledge and expertise in a subject matter is vital and may influence negatively upon the students’ learning. Are the teachers experienced and trained enough to adequately apply authentic performance assessment with their students?
Though the teachers believe that tests help in transformation of knowledge, students feel that it is just reproduction of knowledge. It is the teachers who endorse the view that assessments can be motivating to the learners whereas the students strongly disagree stating that the tests have very little to do with their
Another issue with these tests is they do not measure knowledge or skills needed out in the real world which causes some teachers to not teach them. This lack of knowledge and skills are ruining students’ chances of being successful out of school since majority of them do not know the basic skills needed to function in
Higgins, Hartley, and Skelton’s (2002) explored the belief that students are grade oriented and found opposing evidence that students in fact value feedback. Students desire to attain respectable grades doesn’t supersede the desire to receive personalized feedback. However, the wording used when providing feedback will determine how students interpret the comment. Beliefs, values, and perceptions are what guide the style of and language teachers use to structure feedback. Often, students and teachers share different understandings of academic discourse which consequently lead students to acquire negative perceptions of feedback because of troubles construing remarks (Ramsden, 1992).
Some students in the interviews also agreed upon this point when stating that their teachers’ pronunciation was not really good and was sometimes wrong. Modeling is one of the roles of the teachers in the classroom; therefore, when the teachers mispronounce the words themselves, the students will do the same. When the students, especially students with good English proficiency, recognize teachers’ poor or wrong pronunciation, they may feel disappointed or doubtful of the teachers’ ability. According to Pintrich and Schunk (1996), competence of a teacher would not necessarily cause motivation but students might take a competent teacher more seriously than the one who performs poorly. In order to avoid this situation, teachers should consider using visual aids such as
First, they are very subjective. A quality may be treated as strong by a person while it may also be treated as weak by another. For example, some teachers might see that involving in activities is more important than studying hard while some may see that studying hard is more crucial. Moreover, it also depends on interpreters; the same written result can be varied through different ideologies. Second, written evaluations are unfair to be used as a means to assess students.
To illustrate, students have their own ways or techniques to attain or adopt the new information, therefore, they may get bored spending much time in Presentation. They get engaged mostly in Practice stage due to the teacher guided error corrections. What they believe is that the less mistake they do, the more they learn. This is such a challenge for them, which they expect, because in this stage teacher gives different varieties of exercises and they keep trying to have less mistake and to make sure that new information acquirement is complete, which in general, takes longer time than it is planned. As a result, teacher modifies the lesson according to the needs of the Ss, and to see them trying, makes teacher give them more time in Practice and less in Presentation, and even the least in Production stage.
receive very little accurate and helpful feedback regarding their teaching. • Autonomy is strongly related to job satisfaction for many, but not all, teachers. Autonomy is not necessarily defined as freedom from interference in the classroom; rather, the majority of teachers view autonomy as freedom to adapt the curriculum and their teaching practice and to develop collegial relationships to accomplish tasks. • Collegiality can be expressed through experiencing challenging and stimulating work, creating school improvement plans and leading curriculum development groups. The literature in high income countries suggests that collegiality is directly linked to effective schools (Johnson, 1986; Glatthorn & Fox, 1996) where ‘teachers valued and
Recent research however shows that teachers in fact are often unable to apply such knowledge in their classrooms and that teachers draw on other sources of knowledge in the classroom. Despite knowing the theory and principles associated with Communicative Language Teaching for example, in their own teaching teachers are often seen to make use of more traditional activities in their classrooms. Responding to this charge, innovative teacher education programs now seek to expand the knowledge base of language teaching to include the processes of teaching and teacher-learning itself, and the beliefs, theories and teacher knowledge which
This is mainly so because teaching is considered a complex work. Pre-employment teacher preparation is rarely sufficient to provide all the knowledge and skill necessary for successful teaching. A significant portion of teaching knowledge can be acquired only on the job. This view holds that schools must provide an environment where novices can learn how to teach, survive and succeed as teachers. Induction programmes aim at improving the performance and retention of beginning teachers to enhance their skills.