Central European Journal of Educational Research (DE-journals)

Állandó link (URI) ehhez a gyűjteményhez

https://hdl.handle.net/2437/271454
A folyóirat a DE-journals platformon keresztül jelenik meg és a https://ojs.lib.unideb.hu/CEJER címen érhető el.

Böngészés

Central European Journal of Educational Research (DE-journals) Tárgyszó szerinti böngészés "assessment"

Megjelenítve 1 - 2 (Összesen 2)
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    Assessing Language Learners’ Knowledge and Performance during Covid-19
    (2021-07-19) Huszti, Ilona; Fábián, Márta; Lechner, Ilona; Bárány, Erzsébet
    The new reality created by the COVID-19 caused a lot of changes in the educational sphere. The transition from face-to-face to distance learning was not smooth in Ukraine because distance learning was not a common practice in the country before and teachers were unprepared for teaching online. This unusual situation prompted us to start our qualitative research primarily to get insights into the altered daily routines of teachers and educators. In particular, we were interested in how they assessed their students’ performance online. This article focuses on secondary school language teachers (n=65) and language tutors at the tertiary level (n=18). The research findings have revealed that teachers gave feedback through different digital applications like Google Classroom. Oral performance was evaluated either synchronously or asynchronously. The most crucial implication is that teachers should improve and further develop their digital skills and distance teaching and assessing skills in order to provide quality education in the modern form.
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    Increasing Motivation among Language Learners through Individualized Assessment
    (2021-07-19) Chalupa, Cynthia
    An extensive body of research has shown that motivation is integral to successful and sustained language learning (Carreira, 2005; Cheng & Dornyei, 2007; Crookes & Schmidt, 1991; Dornyei, 1994; Ehrman, Leaver, & Oxford, 2003; Gardner, 2005; Matsumoto & Obana, 2001; Yang, 2008; Yu & Watkins, 2008). Maintaining student motivation in all aspects of language instruction, particularly assessment, can be challenging for multiple reasons, including learner differences, access to technology, and, most recently, reactions to pandemic learning. Instructors therefore face the challenge of creating assessments that not only evaluate students’ performance but also promote their ability and desire to learn. Based on the results of an action research project, this article highlights the benefits of two types of individualized assessment used to improve students’ motivation while evaluating their performance: work cycle projects and a course portfolio. Using qualitative data collected from student reflective statements, I argue, first, that the ability to choose assessment topics and types motivates students to focus closely on course content and work creatively; these choices ultimately improve their desire to learn course material more than traditional assessment types. Second, encouraging learners to utilize and reflect on their strengths using a portfolio as a form of assessment allows students to understand their strengths and weaknesses and empowers them as learners, thereby improving their motivation.