The study of multiple assessment beleif and praxis in primary English teacher
碩士 === 國立臺北教育大學 === 課程與教學研究所 === 97 === The purpose of this study is to explore the beliefs and practice of teacher’s multiple assessment in primary English teaching and its relationship how it works. The strategy of the research is case study- by ways of face to face interview、classroom observation...
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| Format: | Others |
| Language: | zh-TW |
| Published: |
2009
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| Online Access: | http://ndltd.ncl.edu.tw/handle/32421446913970344798 |
| Summary: | 碩士 === 國立臺北教育大學 === 課程與教學研究所 === 97 === The purpose of this study is to explore the beliefs and practice of teacher’s multiple assessment in primary English teaching and its relationship how it works. The strategy of the research is case study- by ways of face to face interview、classroom observation、and text analysis，the researcher is going to inquire the teacher’s practical knowledge and situations in multiple assessment English teaching. Through a process of practical class observaiton in a semester，the important findings and implications of the study can be discussed in three aspects as follows：
1. The multiple assessment belief–it reflects teacher’s views about student multiple ability in performance
The teacher’s beliefs of multiple assessment can be analyzed from five ways:「assessment purpose｣、「assessment process｣「assessment content｣、「assessment way｣、and「assessment result｣. In assessment purpose，the teacher believes in the significance of learning effectiveness and motivation. In assessment process，we can understand teacher’s perspective on the contents and different ways in Englis teaching. In assessment result，the teacher emphasizes the importance of both formative and summative assessment in meaning understanding.
2. The multiple assessment praxis – it provides the teacher with a opportunity to think and reflect on practical instruction.
The teacher’s practical teaching can also be compared equally with her beliefs in multiple assessment. The research found that the teacher’s belief plays an important role in her practical teaching implementation；besides，it offers her ways
to reflect and reconstruct the meanings of multiple assessment belief，which shows that the teacher is trying to improve its inadequacy for further development.
3. The challenge in teacher belief and practice- 「consistency｣ and「conflict｣- co-existing relations between the two
In most cases，the relations between teacher’s belief and practice show much conformity in multiple assessment teachning. However，there are still some conflicts between the two in some ways，such as in 「oral testing｣、「reading and writing｣、and「portfolio assessment｣. In addtion , we can find that the teacher is sometimes unconsciously influenced by some factors which indeed caused her inconsistency between belief and practice. Therefore，in the findings and result discusson of this study，it expects to provide a different perspective on the ways how English teachers perceive and practise in multiple assessment teaching，which can be also used as contrubitions to meaningful instruction and as references for further studyies in the furture.
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