Investigating the Teachers’ Use of Formative Assessment in the Literature Module: the Case of Third Year EFL Students in the Department of English
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Date
2017
Authors
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Journal ISSN
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Publisher
university Mouloud Mammeri of Tizi-Ouzou
Abstract
The current research investigates the teachers’ use of formative assessment in the literature
module for the third year EFL students. It endeavors to glean some insight into whether
teachers of this module make use of formative assessment, the different techniques or
strategies employed to make use of formative assessment, and its effect on the students’
learning process. To achieve these objectives, the theoretical framework of Heidi Andrade
and Gregory J.Cizek entitled “Handbook of Formative Assessment’’ (2010) has been
considered as a theoretical plinth. For the sake of empirically investigating the issue, a mixed
method approach is adopted. It combines between quantitative and qualitative procedures for
data collection and data analysis. The study relies on a questionnaire administered to 156
students of the department of English at the University of Mouloud Mammeri Tizi Ouzu. Apart
from the questionnaire, the study relies on semi-structured interviews conducted with three
teachers of this module. The data gathered from these instruments are analyzed through the
Statistical Package for Social Sciences (SPSS) software and the Qualitative Content Analysis
(QCA). The findings of this research reveal that the teachers really make use of formative
assessment to teach the module of literature in the classroom. In addition to that, the results
show that the teachers do formative assessment through using different kinds of activities
such as: traditional classroom tests, homework, projects and group work, and class
discussions. Furthermore, the interviewees are cognisant of the importance of formative
assessment while teaching literature in the classroom and this is clearly mirrored through the
participants who confirmed this point. The results also show that formative assessment affects
students learning through improving their achievements, meeting their learning needs, and
achieving better understanding.
Description
62p.:ill;30cm.(+cd)
Keywords
Formative Assessment, the literature module, third year EFL students, Heidi Andrade and Gregory J.Cizek’s framework, UMMTO.
Citation
Langage et Communication