ESL teachers' perceptions and practices on formative assessments in classroom

The main purpose of this study is to investigate the perception of English teachers on formative assessment in secondary schools. It also aims to determine their current understanding on formative assessment, their practices of formative language assessment and to discover the challenges they might...

Full description

Saved in:

Bibliographic Details
Main Author:	Husain, Norhayati
Format:	Thesis
Language:	English
Published:	2013
Subjects:	LB Theory and practice of education
Online Access:	http://eprints.utm.my/id/eprint/38014/1/NorhayatiHusainMFP2013.pdf
Tags:	Add Tag No Tags, Be the first to tag this record!

id	my-utm-ep.38014
record_format	uketd_dc
spelling	my-utm-ep.380142018-04-12T05:40:31Z ESL teachers' perceptions and practices on formative assessments in classroom 2013-09 Husain, Norhayati LB Theory and practice of education The main purpose of this study is to investigate the perception of English teachers on formative assessment in secondary schools. It also aims to determine their current understanding on formative assessment, their practices of formative language assessment and to discover the challenges they might perceived when implementing formative language assessment especially in classroom situation and how they overcome the challenges. A descriptive-correlation research design was employed to allow both quantitative and qualitative description of the relevant features of data collected. The study involved the use of questionnaire and semi-structured interviews. Purposive sampling was employed to English teachers from selected schools in Kuantan district. Data collected was analyzed using the SPSS software and the data gathered from interview responses were compared to probe the related understandings and experiences of English teachers. Majority of ESL teachers understand the main concepts of formative assessment although some of the teachers have misconceptions on formative assessment. The findings also indicated the challenges that ESL teachers perceived in implementing formative assessment. The challenge of entering the online data was identified to be the major reason that made the report of assessment seems burdensome to the teachers. 2013-09 Thesis http://eprints.utm.my/id/eprint/38014/ http://eprints.utm.my/id/eprint/38014/1/NorhayatiHusainMFP2013.pdf application/pdf en public masters Universiti Teknologi Malaysia, Faculty of Education Faculty of Education
institution	Universiti Teknologi Malaysia
collection	UTM Institutional Repository
language	English
topic	LB Theory and practice of education
spellingShingle	LB Theory and practice of education Husain, Norhayati ESL teachers' perceptions and practices on formative assessments in classroom
description	The main purpose of this study is to investigate the perception of English teachers on formative assessment in secondary schools. It also aims to determine their current understanding on formative assessment, their practices of formative language assessment and to discover the challenges they might perceived when implementing formative language assessment especially in classroom situation and how they overcome the challenges. A descriptive-correlation research design was employed to allow both quantitative and qualitative description of the relevant features of data collected. The study involved the use of questionnaire and semi-structured interviews. Purposive sampling was employed to English teachers from selected schools in Kuantan district. Data collected was analyzed using the SPSS software and the data gathered from interview responses were compared to probe the related understandings and experiences of English teachers. Majority of ESL teachers understand the main concepts of formative assessment although some of the teachers have misconceptions on formative assessment. The findings also indicated the challenges that ESL teachers perceived in implementing formative assessment. The challenge of entering the online data was identified to be the major reason that made the report of assessment seems burdensome to the teachers.
format	Thesis
qualification_level	Master's degree
author	Husain, Norhayati
author_facet	Husain, Norhayati
author_sort	Husain, Norhayati
title	ESL teachers' perceptions and practices on formative assessments in classroom
title_short	ESL teachers' perceptions and practices on formative assessments in classroom
title_full	ESL teachers' perceptions and practices on formative assessments in classroom
title_fullStr	ESL teachers' perceptions and practices on formative assessments in classroom
title_full_unstemmed	ESL teachers' perceptions and practices on formative assessments in classroom
title_sort	esl teachers' perceptions and practices on formative assessments in classroom
granting_institution	Universiti Teknologi Malaysia, Faculty of Education
granting_department	Faculty of Education
publishDate	2013
url	http://eprints.utm.my/id/eprint/38014/1/NorhayatiHusainMFP2013.pdf
_version_	1747816520877080576

ESL teachers' perceptions and practices on formative assessments in classroom

Similar Items