Preservice and In-Service EFL Teachers' Assessment Preferences

Author:

Hafour Marwa F.1

Affiliation:

1. Tanta University, Egypt

Abstract

In an authentic class experience, preservice (N = 54) and in-service (N = 65) EFL teachers were assigned digitized formative assessment tasks, and their preferences were assessed using an assessment preferences questionnaire, with both open- and closed-ended questions. Following the pretest-posttest mixed-method design, data were collected and analyzed both qualitatively and quantitatively. Quantitative findings revealed that, though the variety of their preferences increased, both groups had similar preferences after the intervention. Thematic analysis of their responses showed that most preservice and in-service teachers preferred online assessment methods to traditional and formative ones. With respect to the reasons they mentioned for selecting or avoiding a particular method, in-service teachers tended to be more practical and time-oriented than preservice ones, who were more precautious about the intricacies of preparing, responding, and reviewing the assessment task. Both groups also shared a number of emotional reasons and even prioritized them over all the other reasons.

Publisher

IGI Global

Subject

Computer Science Applications,Computer Vision and Pattern Recognition,Linguistics and Language,Education

Reference74 articles.

1. Cooperative or collaborative literacy practices: Mapping metadiscourse in a business students' wiki group project

2. EFL Teachers’ Assessment Preferences and Prevalent Practices: The Case of Jordan. International Journal of Linguistics;S. M.Asassfeh;Literature, and Translation,2019

3. Students’ approaches to learning and assessment preferences in a portfolio-based learning environment

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