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A Study on Junior High School English Teachers' Beliefs in Multiple Assessments
|Issue Date:||2016-05-06 17:07:06 (UTC+8)|
The study aims to investigate the implementation of multiple assessments (MA) in the English classes in junior high schools. The MOE proposed the Guidelines of Assessments for Elementary and Junior High School Students in 2004, suggesting 12 modes to evaluate students’ performances. The researcher endeavored to find out junior high school English teachers’ beliefs in MA, the assessments practiced most often in class, and the difficulties hindering teachers in employment. Both questionnaire and interview were used to collect quantitative and qualitative data from 143 English teachers in public junior high schools in Taipei City. Statistic computerization, including descriptive statistics, the independent sample t-test, and ANOVA with Scheffe as the post hoc test if needed, were analyzed, and the findings were presented briefly as follows:
1. In general, junior high school English teachers hold a positive attitude toward the functions of MA;
2. The most common used assessments, in order, are: paper-and-pencil tests, homework, and oral tests; teachers with different seniority reflect significantly different choices of MA in use;
3. In applying MA in class, junior high school English teachers are most hampered by the divergent levels of students in the same class, the large class sizes, and a time consuming; the variables, such as gender, seniority, and workshop-attendance, make significant difference when teachers are encountered with different difficulties in applying MA in class.
Finally, based on the findings in this study, some suggestions were made for educational authorities concerned to develop a more mature environment for practicing MA in the future.
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