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1

Adolescent learner perceptions of foreign language assessment: Critical incident analysis

100%

Czura A.

Glottodidactica

|

2016

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vol. 43

|

issue 2

EN

This article reports on a study that aimed to explore adolescent learner perceptions of language assessment experiences and their beliefs about what makes a useful, valuable and high-quality assessment. The data was collected by means of the critical incident technique (CIT) in which 25 lower secondary learners (aged 14-16) were asked to recall both positive and negative instances of assessment they had experienced in the course of their language education. The results reveal that the participants held rather positive views of language assessment and paid attention to such aspects of assessment as reliability, appreciation and authenticity. On the other hand, the importance of grades was prioritised over the learning value of assessment, which is characteristic of performance-oriented assessment environment.

2

Adolescent learner perceptions of foreign language assessment: Critical incident analysis

100%

CZURA A.

Glottodidactica

|

2017

|

vol. 44

|

issue 2

25-39

EN

This article reports on a study that aimed to explore adolescent learner perceptions of language assessment experiences and their beliefs about what makes a useful, valuable and highquality assessment. The data was collected by means of the critical incident technique (CIT) in which 25 lower secondary learners (aged 14–16) were asked to recall both positive and negative instances of assessment they had experienced in the course of their language education. The results reveal that the participants held generally positive views of language assessment and paid attention to such aspects of assessment as reliability, appreciation and authenticity. On the other hand, the importance of grades was prioritised over the learning value of assessment, which is characteristic of performance-oriented assessment environment

3

Adolescent learners’ perceptions of assessing speaking and writing skills – critical incident analysis

63%

Czura A.

Neofilolog

|

2019

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issue 53/2

281-297

EN

Learners’ perceptions of teacher assessment practices shape a uniqueclassroom assessment environment that affects learners’ willingness to engage in a task and motivation to learn (McMillan & Workman, 1998). Still, there has been limited research on learners’ perceptions of classroom and high-stakes assessment. This article outlines a study exploring adolescent learners’ perceptions of the speaking and writing assessment they experience in the English classroom. The Critical Incident Technique (CIT) was used to examine both positive and negative instances of oral and written assessment. During oral interviews, the learners reported and elaborated on the assessment experiences they personally perceived as particularly important, memorable and influential. The transcriptions of the interviews were content analysed in order to identify the properties of oral and written assessment that appeared salient to adolescent learners. The study indicates that the participants held predominantly positive views of oral and written assessment, emphasising such aspects as authenticity of assessment, freedom of expression and fair grading. It is worrying, however, that learners are not always provided with clearly articulated assessment criteria and that oral assessment is visibly neglected in the classroom.

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Adolescent learner perceptions of foreign language assessment: Critical incident analysis

Adolescent learner perceptions of foreign language assessment: Critical incident analysis

Adolescent learners’ perceptions of assessing speaking and writing skills – critical incident analysis