Turkish EFL Teachers’ Perceptions and Practices of Foreign Language Assessment in Primary Education

Yasemin Kirkgoz, Muzaffer Pinar Babanoglu and Reyhan Ağçam

Journal of Education and e-Learning Research, 2017, vol. 4, issue 4, 163-170

Abstract: The present study aimed to investigate perceptions of EFL teachers working at state primary schools on core language skills, assessment types and question types used in assessing student’s foreign language development and proficiency during an academic year. Data were gathered from 56 EFL teachers working at 42 primary state schools in Turkey through a questionnaire comprising a variety of items to elicit their perceptions and applications of language assessment in the classes of 4th to 6th graders. Results obtained from frequency analyses indicated that the pen-and-paper tests, performance tasks, and in-class observation are the mostly used assessment tools, and that the selected response items are mostly employed question types in the tests, and that performance-based and communication-based assessment types are preferred more frequently than the traditional types in evaluating students’ success in learning EFL.

Keywords: Assessment; English as a foreign language (EFL); Primary education. (search for similar items in EconPapers)
Date: 2017
References: Add references at CitEc
Citations:

Downloads: (external link)
http://asianonlinejournals.com/index.php/JEELR/article/view/76/64 (application/pdf)
http://asianonlinejournals.com/index.php/JEELR/article/view/76/1042 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:aoj:jeelre:v:4:y:2017:i:4:p:163-170:id:76

Access Statistics for this article

More articles in Journal of Education and e-Learning Research from Asian Online Journal Publishing Group
Bibliographic data for series maintained by Sara Lim ().