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How teachers' perceptions affect the academic and language assessment of immigrant children
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Orientador(es)
Resumo(s)
Recent research evidences inconsistencies in teachers' practice regarding skills assessment of L2 students.
Scientific evidence supports that less experienced teachers have lower orientation toward multiple task-tests for
non-native students. Research questions: Whether school teachers as having different teaching training and
unequal teaching experience with non-native students perceive differently a four-skills scale. Purpose of the study:
This study intends to analyse the importance degree between the four skills/tasks: reading, writing, speaking and
listening, in the perspective of school teachers. Method: 77 teachers, aged 32-62, with (and without) experience in
teaching and adapting materials for immigrant students, divided into six groups according to their scientific
domain. Assessment tools included a scale for judgement of four academic tasks adapted from the original
“Inventory of Undergraduate and Graduate Level: Reading, Writing, Speaking and Listening Tasks (Rosenfeld,
Leung & Ottman, 2001). Main Findings: 1) different degrees of importance attributed by teachers on tasks that
should be included in academic and language test for immigrant students; 2) perceptions of teachers are
determined by predictors in this order: scientific domain, experience with multicultural classes and lower
prediction from teaching service and age; 3) different results between american and portuguese samples answering
the same questionnaire.
Descrição
Palavras-chave
Teachers’experience Academic language skills Immigrant students Evaluation perceptions
Contexto Educativo
Citação
In Proceedings of the ICCSBS 2016 - The Annual International Conference on Cognitive - Social, and Behavioural Sciences (pp. 90-108). Nicosia: Future Academy. doi:10.15405/epsbs.2016.05.10
Editora
Future Academy