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Original Title
Assessment orientations of state primary EFL teachers in two mediterranean countries
Parallel titleUsmeritve drzavnih osnovnosolskih uciteljev anglescine kot tujega jezika na podrocju preverjanja/ocenjevanja v dveh mediteranskih drzavah
SourceCEPS Journal 6 (2016) 1, S. 9-30
License of the document Lizenz-Logo 
Keywords (German)Kompetenzmessung; Lehrer; Englischunterricht; Fremdsprachenunterricht; Grundschule; Schülerleistung; Klassenarbeit; Standardisierter Test; Interview; Empirische Untersuchung; Griechenland; Zypern
sub-disciplineEmpirical Educational Research
Teaching Didactics/Teaching Languages and Literature
Document typeArticle (journal)
Year of creation
review statusPeer-Reviewed
Abstract (English):Many researchers have highlighted the central role that assessment plays in second language (L2) classrooms and have expressed the need for research into classroom-based language assessment (CBLA), an area that is gradually coming into its own in the feld of language testing and assessment (e.g., Hasselgreen, 2008; Leung, 2014; Hill & McNamara, 2012; Turner, 2012). Motivated by the prominence of CBLA in recent discussions, the present study set out to investigate the CBLA practices, knowledge and skills of Greek and Cypriot primary school EFL teachers. The data was collected through teacher interviews and classroom-based tests. The results showed that teachers employ a summative orientation towards evaluating their students' performance and seem to have unclear ideas about the purposes and implementation of formative assessment, mainly due to lack of professional training in language assessment. The paper concludes with suggestions as to how EFL teachers' CBLA literacy can be enhanced. (DIPF/Orig.)
other articles of this journalCEPS Journal Jahr: 2016
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Date of publication04.05.2016
Suggested CitationTsagari, Dina: Assessment orientations of state primary EFL teachers in two mediterranean countries - In: CEPS Journal 6 (2016) 1, S. 9-30 - URN: urn:nbn:de:0111-pedocs-120466
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