NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1077896
Record Type: Journal
Publication Date: 2014
Pages: 32
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0125-2488
EISSN: N/A
Teachers' Reactions towards Performance-Based Language Assessment
Chinda, Bordin
PASAA: Journal of Language Teaching and Learning in Thailand, v48 p57-88 Jul-Dec 2014
This research aims at examining the reactions of tertiary EFL teachers towards the use of performance-based language assessment. The study employed a mixed-method research methodology. For the quantitative method, 36 teachers responded to a questionnaire survey. In addition, four teachers participated in the in-depth interviews which were conducted twice, at the beginning and at the end of the semester. The data from the survey revealed that the teachers were aware that the assessments (performance-based and traditional methods) could have both positive and negative impacts on teaching and learning. In addition, the participants in the interviews pointed out that they had rather negative attitudes toward the performance-based assessment used, after it had been implemented for over six years, because there were weaknesses in the assessment especially concerning tasks, rating scales, and rater training. They recommended that the rating scales should be revised and the rater training should be vigorously implemented to ensure the quality of the assessment process.
Chulalongkorn University Language Institute. Prem Purachatra Building, Chulalongkom University, Phayathai Road, Pathumwan, Bangkok 10330, Thailand. Tel: +66-2-218-6092; Fax: +66-2-218-6104; e-mail: pasaa.editor@gmail.com; Web site: http://www.culi.chula.ac.th/Publicationsonline/home_p1.php
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Thailand
Grant or Contract Numbers: N/A