Constructive Alignment of Assessment Practices in English Language Classrooms

Autor/inn/en	Genon, Lynrose Jane Dumandan; Torres, Chezka Bianca P.
Titel	Constructive Alignment of Assessment Practices in English Language Classrooms
Quelle	In: English Language Teaching Educational Journal, 3 (2020) 3, S.211-228 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2621-6485
Schlagwörter	Alignment (Education); Second Language Learning; Second Language Instruction; Teaching Methods; English (Second Language); Elementary School Students; Evaluation Methods; Learning Motivation; Lesson Plans; Benchmarking; Standards; Language Tests; Academic Achievement; Foreign Countries; Language of Instruction; Learning Processes; Multiple Choice Tests; Student Evaluation; Philippines + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Motivation for studies; Lernmotivation; Lesson planning; Unterrichtsplanung; Standard; Language test; Sprachtest; Schulleistung; Ausland; Teaching language; Unterrichtssprache; Learning process; Lernprozess; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Schulnote; Studentische Bewertung; Philippinen
Abstract	This qualitative study identified the language assessment practices in terms of purpose, type, and timing in four elementary language classes in the Philippines. It then evaluated the constructive alignment and content validity of the assessment and described how the constructive alignment reflects the quality of teaching and learning in these language classrooms. Findings revealed that the assessment practices are entrenched in the teachers' pedagogy serving various purposes (like monitoring, facilitation and motivation) other than evaluation. Generally, the assessment content and tasks show alignment to targeted learning goals. Several assessments, however, do not target the intended skill but rather tapped on the sub-skill, and they reveal alignment issues as well as teaching-learning conditions in the classrooms. Findings uncover, albeit a snapshot, of the gaps not only in assessment practices, but also in the articulation of curriculum goals leaving teachers to interpret and operationalize these on their own. These issues affect the students' achievement since alignment affects achievement and opportunity to learn is at optimum levels when lesson plans are aligned with benchmarks, standards, and assessments, thus increasing academic achievement. (As Provided).
Anmerkungen	Universitas Ahmad Dahlan. Kampus 4, Jl. Ringroad Selatan, Tamanan, Bantul, Yogyakarta, 55166 Indonesia. e-mail: eltej@pbi.uad.ac.id; Web site: http://journal2.uad.ac.id/index.php/eltej/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01