A QUALITATIVE STUDY OF ENGLISH LANGUAGE TEACHERS’ ASSESSMENT IDENTITY AND ASSESSMENT PRACTICES

Date

2024-6-26

Author

Babacan, Aynur

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The main purpose of this current qualitative research study is to explore the assessment practices of English language teachers and the impact of teacher assessment identity (TAI) on their assessment practices. A basic qualitative research design was employed to answer the research questions of this study. The data were collected from 10 English language teachers working in public secondary schools in Aksaray, Türkiye. Criterion sampling method was used while selecting the participants. The data were collected through semi-structured interviews, audio recorded, transcribed, and analyzed by using MAXQDA 2022. For the first research question, an inductive content analysis was conducted. Both deductive and inductive content analysis were conducted for the second research question based on Looney et al.’s (2018) TAI framework. The results showed that teachers used a variety of assessment practices with different purposes. In addition to this, it was revealed that teachers’ assessment practices were influenced by the various dimensions of their teacher identity outlined in the TAI framework, including knowledge and skills, beliefs and values, emotional engagement, perceived role, and self-efficacy and control in assessment work. Moreover, data analysis showed that contextual factors at both the school and national levels, conceptualized within the context of teacher identity, affect teachers’ assessment practices.

Subject Keywords

Assessment literacy, assessment practices, teacher assessment identity, teacher identity, Değerlendirme okuryazarlığı, ölçme değerlendirme uygulamaları, öğretmen değerlendirme kimliği, öğretmen kimliği

URI

https://hdl.handle.net/11511/110049

Collections

Graduate School of Social Sciences, Thesis