The Impact of Formative Assessment on Developing EFL Student-Teachers' Language Competences as Domain-Specific
Journal
Studies in Linguistics, Culture, and FLT
Date Issued
2023-12-12
Author(s)
Nikolovska, A., Bekar, M. & Trajkova Strezovska. Z.
Abstract
The paper reports on the outcomes of research carried out at a North
Macedonian public university aimed at developing the language competences of prospective
EFL teachers through formative assessment. For the study’s purposes, a CEFR-based
assessment tool was designed for teacher, peer and self-assessment of the ETP (English
for-teaching purposes) competences of fourth year student-teachers (n=15) micro-teaching
lower year students. Fluency, accuracy, interaction, stimulating the development of ideas,
and addressing audiences were the formative assessment criteria used to check if there
was progress from the first to the third micro-teaching session as a result of formative
feedback and assessment training. Additionally, two surveys for student-teachers and peer
assessors were used aimed at exploring: a) the effects of formative feedback on students’
language competences and teaching skills; b) the effects of formative assessment training
on students’ peer- and self-assessment skills; and c) the professional and personal benefits
of formative assessment training for students.
Apart from many personal benefits from the project, findings revealed positive effects of
formative assessment on students’ language competences and teaching skills; specifically
on the awareness of the complexity of ETP competences and the skills for tackling various
classroom, assessment and material design challenges.
Macedonian public university aimed at developing the language competences of prospective
EFL teachers through formative assessment. For the study’s purposes, a CEFR-based
assessment tool was designed for teacher, peer and self-assessment of the ETP (English
for-teaching purposes) competences of fourth year student-teachers (n=15) micro-teaching
lower year students. Fluency, accuracy, interaction, stimulating the development of ideas,
and addressing audiences were the formative assessment criteria used to check if there
was progress from the first to the third micro-teaching session as a result of formative
feedback and assessment training. Additionally, two surveys for student-teachers and peer
assessors were used aimed at exploring: a) the effects of formative feedback on students’
language competences and teaching skills; b) the effects of formative assessment training
on students’ peer- and self-assessment skills; and c) the professional and personal benefits
of formative assessment training for students.
Apart from many personal benefits from the project, findings revealed positive effects of
formative assessment on students’ language competences and teaching skills; specifically
on the awareness of the complexity of ETP competences and the skills for tackling various
classroom, assessment and material design challenges.
Subjects
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