Search results for "assessment literacy"
showing 3 items of 3 documents
Lukion vieraiden kielten opettajien käytänteitä ja käsityksiä eriyttävästä arvioinnista
2023
This study explores the perceptions and practices of upper secondary school language teachers on differentiated assessment. The data were collected through a closed and open-ended questionnaire (n=48) and individual interviews with four teachers. The results show that the teachers used a variety of assessment methods, with a predominant emphasis on formative assessment. Although the teachers mentioned many differentiated assessment methods, they did not generally differentiate their assessments to a large extent. The teachers also focused mostly on low-achieving students and neglected adversely gifted students. The teachers seemed to follow the practice of having all students demonstrate th…
Oppimista tukeva arviointi kieltenopetuksessa
2023
Monipuolisen arvioinnin merkitys korostuu opetussuunnitelman perusteissa (Opetushallitus 2014, 2019) sekä perusopetus- (1998/628) ja lukiolaissa (2018/714). Toisin sanoen arvioinnin ei tule koostua pelkästään kokeista ja muista summatiivisen arvioinnin muodoista, vaan sen rinnalle tarvitaan oppimista tukevaa, formatiivista arviointia. Oppimista voidaan tukea esimerkiksi palautteen, itsearvioinnin ja vertaispalautteen avulla. Nämä tyypilliset formatiivisen arvioinnin välineet ja niiden implementointi opetukseen mainitaankin opetussuunnitelman perusteissa (Opetushallitus 2014, 2019). Formatiivisen arvioinnin avulla voidaan lisäksi tukea oppilaiden oppimaan oppimista ja reflektointia, mikä on …
Iranian EFL Teachers’ Assessment Literacy Knowledge : The Impact of The Educational System on Teachers’ Classroom Assessment Practices
2022
English language teachers’ assessment ability to assess all areas of pupils’ learning is important for comprehending how learners advance across the curriculum and guiding them in their development (Livingston & Hutchinson, 2016). The educational system of Iran decided to shift from traditional teaching methodologies toward communicative approaches. This conversion would not turn into reality unless teachers could apply it in practice. However, teachers have certain needs such as expanding and broadening contextual-related knowledge, cooperating with their colleagues, and developing their assessment literacy (Coombe, Vafadar, & Mohebbi, 2020). To identify the teachers’ understandings of, pr…