NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ864923
Record Type: Journal
Publication Date: 2009-Jul
Pages: 20
Abstractor: As Provided
Reference Count: 45
ISSN: ISSN-0969-594X
Exploring Classroom Assessment Practices: The Case of Teachers of English as a Foreign Language
Inbar-Lourie, Ofra; Donitsa-Schmidt, Smadar
Assessment in Education: Principles, Policy & Practice, v16 n2 p185-204 Jul 2009
The research investigated the factors which underlie the perceptions and usage of alternative assessment procedures among EFL teachers in Israel. The research was conducted within the framework of an earlier model by Hargreaves and colleagues comprising four perspectives--technological, cultural, political and postmodern--to account for teachers' assessment practices and beliefs. The sample included 113 EFL teachers who responded to a self-report questionnaire. The model's four perspectives were validated using a two-stage factor analysis. Results show that the predominant factor related to the usage of alternative assessment is the technological one, followed by the cultural and postmodern perspectives. The political perspective yielded mixed results. The findings highlight the complexity of teachers' assessment practices reflecting not merely a testing approach but a social and educational paradigm encompassing micro constraints (technological), macro influences (political), ideologies and commonly-held beliefs (cultural) as well as evidence of critical pedagogy (postmodern). (Contains 4 tables and 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel