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|Title:||Toward Student and Teacher Development|
Department of English, NTNU
This study aimed to apply a multiple approach to English classroom assessment at the secondary school level and investigate student and teacher development during the multiple assessment practices. Participants were 75 seventh graders and their English teachers of two junior high schools in southern Taiwan. Data were collected throughout an entire academic year from interviews, classroom observations, teachers' reflective notes, and students' portfolios. The study found that the multiple assessment approach helped develop students' language skills, English interest and confidence, learner ownership, extralinguistic abilities, and critical thinking. During the implementation process, the teachers encountered challenges or difficulties from the traditional testing culture, classes of mixed English proficiency, students' complaint, professional knowledge deficiency, and worksheet overuse. To tackle the problems and consolidate their knowledge of the assessment practices, they created a support network and modified pedagogical strategies and designs. Findings of the study suggested that the multiple assessment approach not only empowers students and enhances deep learning, but also drives continued teacher development. Pedagogical implications and research suggestions are also provided.
|Appears in Collections:||英語教學|
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