EFL Teachers’ Multiple Assessment Practices: The Case of Three Government Secondary Schools in Addis Ababa
| dc.contributor.advisor | Regassa, Phd. Taye | |
| dc.contributor.author | Belay, Badima | |
| dc.date.accessioned | 2021-04-26T09:04:57Z | |
| dc.date.accessioned | 2023-12-05T13:48:27Z | |
| dc.date.available | 2021-04-26T09:04:57Z | |
| dc.date.available | 2023-12-05T13:48:27Z | |
| dc.date.issued | 2014-06 | |
| dc.description.abstract | The main objective of this thesis was to describe and portray EFL teachers’ classroom assessment practices in three government secondary schools in Addis Ababa. A total of 29 EFL teachers and 330 students participated in this case study. The study adopted a range of data collection methods including: classroom observation, teacher interview, document analysis, student focus group discussion and questionnaire. The research has addressed three main questions. These were how secondary school EFL teachers assess their students; what aspects of learning they assess; and for what specific purposes they use multiple classroom assessments. The main findings of the study are categorized in relation to these research questions. Regarding the first research question, the study found that sample EFL teachers frequently practiced less beneficial informal assessment actions such as, asking display oral questions, correcting and judging rather than more beneficial ones like observing process and metacognitive questioning. Their informal assessments also lacked student engagement. Moreover, formal assessments were not frequently administered in the sample schools and such assessments lacked to reflect an integral part of the material being taught. Both formal and informal classroom assessments also lacked to provide various feedback possibilities to students. In relation to the second research question, the study found that sample EFL teachers assessed only few non-cognitive factors. They commonly assessed students’ motivation for learning and their personal details. They were not fully informed about their students’ learning style preferences, their learning strategies, their self esteem and their classroom social behaviors. They also assessed only students’ lower order cognitive skills (particularly their remembering and understanding abilities). In answering the third question, the study found that EFL teachers emphasized some formative purposes more than others. They mainly employed informal assessments for monitoring, motivating, managing behavior and providing feedback. In addition, they practiced formal assessments for three main purposes: to determine the final grades for their students; to encourage students to work harder; and to prepare students for the national exam. Lastly, the implications of such findings for EFL learning and recommendations are forwarded. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/26207 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | EFL Teachers’ Multiple Assessment Practices; | en_US |
| dc.title | EFL Teachers’ Multiple Assessment Practices: The Case of Three Government Secondary Schools in Addis Ababa | en_US |
| dc.type | Thesis | en_US |