원문정보
초록
영어
The use of classroom assessment as a means of promoting student learning is strongly supported by current international educational research and policy. The purpose of this study was to examine what classroom assessment practices secondary English as a foreign language (EFL) students experience, and how such assessment experience may cater for their English learning motivation. To capture students‟ classroom assessment experiences, a questionnaire was developed based on constructs related to classroom assessment in the literature. Students‟ learning motivation in the EFL course was then measured by the Student Learning Motivation Questionnaire adapted from Guilloteaux and Dörnyei (2008). The results showed that although teacher-controlled performance-oriented assessment was most used in the EFL classroom, teacher-student interactive-informal assessment and student self-assessment emerged as best predictors of students‟ intrinsic motivation and positive attitudes toward the EFL course. The study thus revealed that not all types of classroom assessment practice were equally motivational. Implications of the results for creating a more meaningful learning-oriented assessment environment in the EFL classroom are discussed.
목차
Introduction
Literature Review
Theorizing Classroom Assessment
Research on Classroom Assessment Practices
Classroom Assessment Practices and Students’ Learning Motivation
Method
Participants
Instruments
Data Analysis
Results
Classroom Assessment Practices Secondary EFL Students Experienced
Secondary EFL Students’ Learning Motivation in the EFL Course
Effects of School Type on Classroom Assessment Practices and Student Learning Motivation
Relationships between Classroom Assessment Practices and Student Learning Motivation
Discussion
Conclusion and Implications
The Authors
References