TY - JOUR

T1 - Exploring teacher and learner views on the use of formative assessment in primary EAL classrooms

T2 - a case study

AU - Afitska, Oksana

PY - 2017/9/1

Y1 - 2017/9/1

N2 - In England, number of learners who speak English as their second or even third language (known as learners with EAL, English as an Additional Language) in state primary and secondary schools is constantly increasing. In 2012, theselearners represented 16% of the entire school population, and in 2015 - 18% (DfE, 2013 and 2016). Many EAL learners have limited proficiency in the language of instruction. This fact makes it difficult for teachers to not only effectively teach, but also accurately assess these learners' academic (linguistic and subject-specific) progress. Making use of a recently introduced formative assessment model to support and assess EAL learners' performance during the lessons seems like a good idea. However, to date little is known about the effectiveness of this assessment method and about the teachers' and learners' views on it. This paper, drawing on a selection of the data collected as part of a larger mixed methods empirical research study (Afitska, 2014a), seeks to examine teachers' and learners' views on the usefulness of formative assessment methods (including teacher feedback, learner peer-assessment, and self-assessment) for teaching and learning. The paper concludes with a list of implications for practice based on the study's findings.

AB - In England, number of learners who speak English as their second or even third language (known as learners with EAL, English as an Additional Language) in state primary and secondary schools is constantly increasing. In 2012, theselearners represented 16% of the entire school population, and in 2015 - 18% (DfE, 2013 and 2016). Many EAL learners have limited proficiency in the language of instruction. This fact makes it difficult for teachers to not only effectively teach, but also accurately assess these learners' academic (linguistic and subject-specific) progress. Making use of a recently introduced formative assessment model to support and assess EAL learners' performance during the lessons seems like a good idea. However, to date little is known about the effectiveness of this assessment method and about the teachers' and learners' views on it. This paper, drawing on a selection of the data collected as part of a larger mixed methods empirical research study (Afitska, 2014a), seeks to examine teachers' and learners' views on the usefulness of formative assessment methods (including teacher feedback, learner peer-assessment, and self-assessment) for teaching and learning. The paper concludes with a list of implications for practice based on the study's findings.

KW - Formative Assessment

KW - Primary Education

KW - Teacher Feedback

KW - Learner Self-assessment, Learner Peer-assessment

KW - English as an Additional Language

KW - Classroom-based Research

KW - Learner Peer-assessment

U2 - 10.26634/jelt.7.3.13591

DO - 10.26634/jelt.7.3.13591

M3 - Journal article

VL - 7

SP - 41

EP - 53

JO - I-manager’s Journal on English Language Teaching

JF - I-manager’s Journal on English Language Teaching

IS - 3

ER -