Publication
How teachers' perceptions affect the academic and language assessment of immigrant children
| dc.contributor.author | Figueiredo, Sandra | |
| dc.contributor.author | Martins, Margarida Alves | |
| dc.contributor.author | Silva, Carlos Fernandes da | |
| dc.contributor.author | Simões, Cristina | |
| dc.date.accessioned | 2016-06-29T18:11:44Z | |
| dc.date.available | 2016-06-29T18:11:44Z | |
| dc.date.issued | 2016 | |
| dc.description.abstract | 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. | pt_PT |
| dc.description.sponsorship | Fundação para a Ciência e a Tecnologia (FCT); Center of Psychology Research of Universidade Autónoma de Lisboa | pt_PT |
| dc.identifier.citation | 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 | pt_PT |
| dc.identifier.doi | 10.15405/epsbs.2016.05.10 | pt_PT |
| dc.identifier.issn | 2357-1330 | |
| dc.identifier.uri | http://hdl.handle.net/10400.12/4756 | |
| dc.language.iso | eng | pt_PT |
| dc.peerreviewed | yes | pt_PT |
| dc.publisher | Future Academy | pt_PT |
| dc.subject | Teachers’experience | pt_PT |
| dc.subject | Academic language skills | pt_PT |
| dc.subject | Immigrant students | pt_PT |
| dc.subject | Evaluation perceptions | pt_PT |
| dc.title | How teachers' perceptions affect the academic and language assessment of immigrant children | pt_PT |
| dc.type | conference object | |
| dspace.entity.type | Publication | |
| oaire.awardURI | info:eu-repo/grantAgreement/FCT/SFRH/SFRH%2FBPD%2F86618%2F2012/PT | |
| oaire.citation.conferencePlace | Nicosia | pt_PT |
| oaire.citation.endPage | 108 | pt_PT |
| oaire.citation.startPage | 90 | pt_PT |
| oaire.citation.title | ICCSBS 2016 - The Annual International Conference on Cognitive - Social, and Behavioural Sciences | pt_PT |
| oaire.fundingStream | SFRH | |
| project.funder.identifier | http://doi.org/10.13039/501100001871 | |
| project.funder.name | Fundação para a Ciência e a Tecnologia | |
| rcaap.rights | openAccess | pt_PT |
| rcaap.type | conferenceObject | pt_PT |
| relation.isProjectOfPublication | eba7969e-305b-4ee0-9591-47c1a81ce5d1 | |
| relation.isProjectOfPublication.latestForDiscovery | eba7969e-305b-4ee0-9591-47c1a81ce5d1 |