Исследование восприятия оценки и практики оценивания при обучении английскому языку преподавателями английского как иностранного
Аннотация
Поскольку хорошо продуманная программа языкового образования в норме требует хорошо проработанного механизма оценивания, необходимо подчеркнуть ключевую роль оценки в языковом образовании. В данном исследовании было изучено, как преподаватели английского языка в Турции проходят обучение по оцениванию при обучении английскому языку, как они относятся к оцениванию и как оценивают полученные знания. В исследовании приняли участие 198 учителей английского языка из 24 школ, преподающие на 12 году обучения, и восьми университетов. Был выбран смешанный метод исследования. Данные собирались с помощью анкетирования, последующих интервью, наблюдений, личных бесед и выборочных экзаменационных оценок. Результаты показали, что практика оценивания формировалась под влиянием опыта изучения и преподавания языка, интуиции, следования традициям оценивания и подражания другим учителям, чтобы соответствовать групповым нормам. Было также отмечено, что поскольку учителя не прошли специальную подготовку по оцениванию, их знания по принципам оценивания были низкими. Более того, было установлено, что компонент оценивания в программах подготовки учителей затрагивается редко и не дает учителям достаточных теоретических знаниями и практических навыков, связанными с оценкой. Качество оценивания в этих школах было признано низким, а оценка воспринималась как формальное требование для выставления оценок учащимся. В заключительной части статьи выдвигаются некоторые предложения по эффективному оцениванию.
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