Formative Assessment as a Component of the Future English Teacher Training

Autor/inn/en	Klimenko, Marina Viktorovna; Sleptsova, Larisa Arkadyevna
Titel	Formative Assessment as a Component of the Future English Teacher Training
Quelle	In: International Education Studies, 8 (2015) 8, S.157-165 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Formative Evaluation; Second Language Instruction; Second Language Learning; English Teachers; English Teacher Education; Preservice Teacher Education; Preservice Teachers; Oral Language; English (Second Language); College English; College Faculty; Teaching Methods; Peer Evaluation; Self Evaluation (Individuals); Student Surveys; Russia + Suchen Sie Ihr Suchwort? Ausland; Fremdsprachenunterricht; Zweitsprachenerwerb; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Oral interpretation; Mündlicher Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerbefragung; Russland
Abstract	The article deals with the problem of the initial stage of the future English teacher training and forming basic professional teaching skills by means of the implementation of formative assessment methods into the process of studying. It reveals the urgent necessity of using a modern and reliable system of assessment as a sound foundation of a high quality education and the key role of formative assessment in the process of foreign language teaching and learning. The aim of the article is to reveal the idea of formative assessment methods introduced into the course of English Speech Practice not only as a means of the first-year students' language competence formation but also as a tool of their pre-service training. It is illustrated how a purely language task can be supplied with a pedagogic component to organize activities as much as possible imitating the atmosphere and surroundings of a classroom with students performing the roles of teachers and pupils. The results of the research presented in the article make it evident that introducing formative assessment into a university English class is multi-purpose: teachers can assess their students' level of language knowledge and adjust the teaching process, and students can use it in solving professionally oriented practical tasks and assessing their peers and themselves. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01