Exploring Pre-Service EFL Teachers’ Perceptions of Assessment in Beninese Secondary Schools
DOI:
https://doi.org/10.24113/ijellh.v8i2.10400Keywords:
Benin, Pre-service EFL Teachers, Perceptions, Assessment.Abstract
There are limited resources available as far as pre-service EFL teachers’ views regarding assessment are concerned. Therefore, this study is set out to explore Beninese pre-service EFL teachers’ perspectives on the issue. In this line, 120 pre-service teachers were randomly selected from the 18th promotion of the BAPES/CAPES programme at the Teacher Training School of Porto-Novo (Ecole Normale Supérieure de Porto-Novo). The semi-structured interviews conducted with groups of ten participants were recorded and transcribed using Voice Notes 3.56 (free) set on a TECNO-W3 android cellphone. The data collected demonstrated that there is a gap between assessment theories and practices. Therefore, there is a necessity for all actors involved to work in order to redress the value accorded to assessment and the inherent grades in the Beninese society.
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References
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Brown, G. T. L., Hui, S. K. F., Yu, F. W. M., & Kennedy, K. J. (2011). Teachers` conceptions of assessment in Chinese context: A tripartite model of accountability, improvement, and irrelevance. International Journal of Educational Research, 50, 307- 320.
Chen, H. (2003). A study of primary school English teachers’ beliefs and practices in multiple assessments: A case study in Taipei City. Unpublished master theses. Taipei: National Taipei Teachers College.
Gnonlonfoun, J.M. (2014), Exploring Secondary School EFL Teachers’ attitudes to and Perceptions of Using the Internet in English Language Teaching in Benin. Doctoral Dissertation, Abomey-Calavi: Doctoral School of the Arts Faculty.
Remesal, A. (2011). Primary and secondary teachers' conceptions of assessment: A qualitative study. Teaching and teacher education, 27, 472-482.
Shohamy, E. (2000). The relationship between language testing and second language acquisition revisited. System, 28(4), 541-553.
Wishon, P., Crabtree, K., & Jones, M. (1998). Curriculum for the primary years: An integrative approach. Upper Saddle River, NJ: Merrill, An Imprint of Prentice Hall.
Yin, M. (2010). Understanding classroom language assessment through teacher thinking research. Language Assessment Quarterly, 7(2), 175-194
Al-Busaidi, S. (2007). Assessing the active and passive vocabulary knowledge of EFL students in the Sultanate of Oman. In A. Jendli, S. Troudi, & C. Coombe (Eds.), The power of language: Perspectives from Arabia (pp. 114-127). Dubai: TESOL Arabia Publications.
Al-Hamly, M., & Coombe, C. (2005). To change or not to change: Investigating the value of MCQ answer changing for Gulf Arab students. Language Testing, 22 , 509-531.
Aliakbari, M. (2004): The Issue of Culture in the Iranian ELT Context. Ph.D. Dissertation, English Department: Isfahan University.
Al-sharafi, A. (1998). An investigation of the beliefs and practice of foreign language teachers: A case study of five American high school foreign language teachers in Leon County. Unpublished doctoral dissertation. College of Education of Florida State University.
Atkinson, B. M. (2012). Target practice: Reader response theory and teachers` interpretations of students` SAT 10 scores in data based professional development. Journal of Teacher Education, 63(3), 201-213.
Bauch, P. (1984). The impact of teachers' instructional beliefs on their teaching: Implications for research and practice. ERIC Digest. ED252954.
Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80, 139-148.
Borg, S. (1999). Teachers' theories in grammar teaching. ELT Journal, 53(3), 157-167.
Brookhart, S. (2011). Educational Assessment Knowledge and Skills for Teachers. Educational Measurement: Issues and Practice, 30, 3-12.
Brown, G. T. L. (2008). Conceptions of assessment: Understanding what assessment means to teachers and students. New York, NY: Nova Science Publishers.
Brown, G. T. L., Harris, L. R., & Harnett, J. A. (2010). Teachers’ conceptions of feedback: Results from a national sample of New Zealand teachers. Paper presented at the International Testing Commission 7th Biannual Conference, Hong Kong.
Brown, G. T. L., Hui, S. K. F., Yu, F. W. M., & Kennedy, K. J. (2011). Teachers` conceptions of assessment in Chinese context: A tripartite model of accountability, improvement, and irrelevance. International Journal of Educational Research, 50, 307- 320.
Chen, H. (2003). A study of primary school English teachers’ beliefs and practices in multiple assessments: A case study in Taipei City. Unpublished master theses. Taipei: National Taipei Teachers College.
Gnonlonfoun, J.M. (2014), Exploring Secondary School EFL Teachers’ attitudes to and Perceptions of Using the Internet in English Language Teaching in Benin. Doctoral Dissertation, Abomey-Calavi: Doctoral School of the Arts Faculty.
Remesal, A. (2011). Primary and secondary teachers' conceptions of assessment: A qualitative study. Teaching and teacher education, 27, 472-482.
Shohamy, E. (2000). The relationship between language testing and second language acquisition revisited. System, 28(4), 541-553.
Wishon, P., Crabtree, K., & Jones, M. (1998). Curriculum for the primary years: An integrative approach. Upper Saddle River, NJ: Merrill, An Imprint of Prentice Hall.
Yin, M. (2010). Understanding classroom language assessment through teacher thinking research. Language Assessment Quarterly, 7(2), 175-194
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Published
28-02-2020
How to Cite
Gnonlonfoun, J.-M. (2020). Exploring Pre-Service EFL Teachers’ Perceptions of Assessment in Beninese Secondary Schools. SMART MOVES JOURNAL IJELLH, 8(2), 9. https://doi.org/10.24113/ijellh.v8i2.10400
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