Classroom assessment of group discussions in EAP: A model for test design

2020-03-01
Kızılcık, Hale Hatice
Çopur, Deniz
Show full item record
396
views
0
downloads
Although classroom assessment (CA) is considered low-stakes, assessments designed, executed and assessed by class teachers are used to make important educational decisions, and adopting a thorough approach to CA is vital to achieve positive educational outcomes. This study documents the development of a text discussion task intended to be used in an English for Academic Purposes course. Students are expected to discuss an assigned text in small groups. The process of construct definition, task design, and rating scale development are explained providing a replicable model for designing similar assessments. Through ground analysis of the transcriptions of four text discussions administrated over the course of the term, skills, subskills and language functions operationalized through the task were investigated, and features that describe and distinguish levels of performance were identified. Additionally, the role of group dynamics in shaping individual’s and group’s performance was explored. The findings underpinned the co-constructed nature of group performance and highlighted the role of interactional competence in group discussions. They also revealed construct-irrelevant factors influencing test takers’ performance posing a threat to the validity, reliability and fairness of the test method. Implementations of the findings are discussed as well as recommendations for dealing with validity, reliability and fairness concerns.
https://www.cambridgescholars.com/product/978-1-5275-4570-0
https://hdl.handle.net/11511/87941
Department of Modern Languages, Book / Book chapter

Suggestions

Analysis of the Problem Based Learning Implementations Students and Tutors Perceptions and Actions
Ateş, Özlem; Eryılmaz, Ali (2015-03-01)
This study aims to analyze the implementation of problem-based learning (PBL) in engineering education regarding perceptions and actions of tutors and students. A case study design was employed in this study. To this end, four tutors, their five PBL modules, and fourteen students were selected. Observations and interviews were used to collect qualitative data. The results indicated that there was a difference between participants’ perception of PBL and their actions during tutorials. Participants’ level of ...
Prospective English teachers' views on the physical environment, human resources, and program of their departments
Eret, Esra; Ok, Ahmet (Springer Science and Business Media LLC, 2010-12-01)
The quality of teacher education, in general, is affected from a number of variables such as physical environment of the institutions, instructor quality, the curriculum implemented, administrative support, and others. As the input of the system, the perspectives of the students on those variables also influence the direction and the quality of the education taking place in the colleges of education. Regarding this, the purpose of the present study is to identify and compare the perspectives of fourth-year ...
Implementation of Education for Sustainability in Turkish Pre-Service Teachers' Practicum
Alici, Sule; Alan, Havva Ayça (2022-01-01)
In this study, we explored early childhood education pre-service teachers' (ECEPTs') understanding and pedagogical application of education for sustainability (EfS) by critically analyzing EfS implementation during ECEPTs' practicum. The study examined the challenges and critical aspects of EfS practices in the practicum, and the relationships among mentor teachers, academic mentors, and ECEPTs. A multiple case study methodology was employed involving two purposefully distinct universities with 14 participa...
Professional development of teachers in PISA achiever countries: Finland, Estonia, Japan, Singapore and China
Tonga, Funda Eda; Eryiğit, Sümeyra; Yalçın, Fatma; Erden, Feyza Tantekin (2019-11-11)
The role of teachers in education is widely acknowledged in educational studies that routinely find that quality of teaching is fundamental to student success. Accordingly, this study set out to examine and describe the professional development of teachers in countries where students perform better in the PISA assessment, namely, Finland, Estonia, Japan, Singapore, and China. Data were obtained from primary sources and compared using Bereday's method. The general structure and systems used for professional ...
CURRICULAR POLICYMAKING PROCESS IN TÜRKİYE: PERCEPTIONS OF TEACHERS, ACADEMICIANS AND GOVERNMENT OFFICIALS
Baştürk, Mustafa; Akar, Hanife; Department of Curriculum and Instruction (2022-10)
One of the prerequisites for improving the quality of school education is to have high-quality education policies. In this context, scientific information from stakeholders on curricular policies can contribute to improving the calibre of educational policies. In line with this understanding, this study aimed to investigate the perceptions of three significant stakeholder groups – teachers, academicians and related government officials – regarding the curricular policymaking processes in Türkiye. This qual...
Citation Formats
H. H. Kızılcık and D. Çopur, Classroom assessment of group discussions in EAP: A model for test design. 2020, p. 100.
METU IIS - Integrated Information Service open@metu.edu.tr