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Exploring ESL Teachers’ Formative Assessment Decision-Making Process : A Multiple Case Study
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- 발행기관
- 아시아영어교육학회 바로가기
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- 간행물
- The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
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- 통권
- Vol.22 No.3 (2025.09)바로가기
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- 페이지
- pp.540-556
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- 저자
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- 언어
- 영어(ENG)
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- URL
- https://www.earticle.net/Article/A474492
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5,100원
원문정보
초록
- 영어
- With the increasing interest in formative assessment (FA) in ESL classrooms, teachers’ classroom practices have drawn more interest. While studies in the area have focused on teachers’ assessment literacy, the research on ESL teachers’ FA practices is inadequate. Decision-making, a key aspect of teachers’ FA practices, remains underexplored in applied linguistics literature. This multiple-case study explored ESL teachers’ FA decision-making process and the corresponding shaping factors involved in the process. Five teachers working in an institution of higher education in India participated in the study. Data for the study were collected through classroom observation, stimulated recall interviews, teachers’ FA tasks, and field notes. Both phronetic and inductive approaches were followed for coding the data and addressing the research questions. The results indicate that teachers make decisions regarding various aspects of FA before, during, and after the assessment. While most decisions were made before and during the assessment, assessment literacy determines teachers’ interpretation and use-related decisions. Curricular, institutional, teachers’ personal and professional, and student factors shape decision-making, with institutional norms and teachers’ assessment literacy emerging as the most impactful ones. The findings have implications for assessment practices, assessment training, and policy-practice gaps in FA.
목차
Abstract
Introduction
Theoretical Framework
Literature Review
Teachers’ FA Decision-Making
Factors Shaping FA Decision-Making
Methodology
Participants
Context
Methods and Procedure
Data Analysis
Findings
Formative Assessment Decision-Making Process
Factors Affecting Teachers’ Decision-Making
Discussion
Teacher Decision-Making: A Context-Dependent Phenomenon
Planning-Execution-Reflection: An Irregular Pattern
Determinants: Institutional Regulations, Assessment Literacy, and Motivation
Conclusion
Acknowledgements
Authors
References
Appendix
키워드
Formative assessment decision-making shaping factors ESL teachers multiple-case study저자
간행물 정보
발행기관
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- 발행기관명
- 아시아영어교육학회 [Asia TEFL]
- 설립연도
- 2004
- 분야
- 사회과학>교육학
- 소개
- The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.
간행물
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- 간행물명
- The Journal of AsiaTEFL
- 간기
- 계간
- pISSN
- 1738-3102
- eISSN
- 2466-1511
- 수록기간
- 2004~2026
- 등재여부
- SCOPUS,KCI 등재
- 십진분류
- KDC 740 DDC 420
이 권호 내 다른 논문 / The Journal of AsiaTEFL Vol.22 No.3
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