Moroccan EFL Public High School Teachers’ Perceptions and Self-Reported Practices of Assessment

Abderrahim Mamad; Tibor  Vígh

doi:10.17323/jle.2021.12067

Абдеррахим Мамад Сегедский университет https://orcid.org/0000-0003-2671-9577
Тибор Виг Сегедский университет https://orcid.org/0000-0002-7201-9187

DOI: https://doi.org/10.17323/jle.2021.12067

Ключевые слова: традиционная оценка, альтернативное оценивание, оценка обучения/в целях/как способ, мнения учителей английского языкa кaк иностранного, субъективный опыт

Аннотация

Данное исследование направлено на изучение восприятия и личного опыта марокканских учителей в оценке английского языкa кaк иностранного в государственных средних школaх в отношении традиционной и альтернативной оценки. Данные были собраны у 51 учителя на севере Марокко с помощью специально разработанной онлайн-анкеты. Вопросы анкеты о мировосприятии учителей и опыте оценивания, о котором они сами сообщали, были достоверными, и как их данные, так и выборка были приемлемы для факторного анализа по трем подклассам (традиционное оценивание, альтернативная оценка, связанная с оценкой в процессе обучения и оценкой в целях обучения), и оценки по всем шкалам оказались достоверными. Исходя из трех исследовательских вопросов, исследование дало следующие результаты: (1) Учителя назвали цели альтернативного оценивания значительно более важными, чем цели традиционного оценивания. (2) Исходя из собственных отчетов учителей о практике оценивания, учителя в большинстве случаев чаще использовали традиционные методы оценки, нежели альтернативные методы оценки в процессе и для целей обучения. (3) Сравнивая представления учителей об оценивании с их практикой оценки, мы обнаружили, что представления учителей о традиционной оценке совпадают с их практикой; в то же время большинство учителей признают важность альтернативной оценки, хотя они нечасто применяли ее для того, чтобы помочь учащимся задуматься о собственном обучении или повысить свою эффективность в учебном процессе. Таким образом, результаты проведенного исследования имеют важное значение для исследователей, учителей и педагогов, поскольку помогают им пересмотреть свое представление об альтернативной оценке и о том, как ее следует применять на практике с целью устранения несоответствий, обнаруженных в ходе данного исследования.

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