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Student reflections on English as a ...

Lambden, William Jon.

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Student reflections on English as a Second Language (ESL) testing experiences: A participatory dialogue with adult education ESL students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Student reflections on English as a Second Language (ESL) testing experiences: A participatory dialogue with adult education ESL students./
Author:	Lambden, William Jon.
Description:	251 p.
Notes:	Source: Dissertation Abstracts International, Volume: 56-08, Section: A, page: 2969.
Contained By:	Dissertation Abstracts International56-08A.
Subject:	Education, Adult and Continuing. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9541580

Student reflections on English as a Second Language (ESL) testing experiences: A participatory dialogue with adult education ESL students.
Lambden, William Jon.

Student reflections on English as a Second Language (ESL) testing experiences: A participatory dialogue with adult education ESL students. - 251 p.

Source: Dissertation Abstracts International, Volume: 56-08, Section: A, page: 2969.

Thesis (Ed.D.)--University of San Francisco, 1995.

Problem. Two standardized tests are used in California for assessing adult English as a Second Language (ESL) students in state-mandated ESL programs. The resulting placements have produced classes which contain a variety of proficiency levels. Testing thenceforth is up to individual teachers. The quality of the learning experience for ESL students and teachers alike is affected by assessment and testing, and an investigation of ways to move toward improving testing is desirable. Studies of testing instruments have concentrated on quantitative measures such as test reliability and validity; few have addressed student needs or reactions. This study investigated the testing experiences of adult ESL students from a qualitative perspective.Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Student reflections on English as a Second Language (ESL) testing experiences: A participatory dialogue with adult education ESL students.
LDR:03485nmm 2200313 4500 001 1842448
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035 $a (UnM)AAI9541580
035 $a AAI9541580
040 $a UnM $c UnM
100 1 $a Lambden, William Jon. $3 1930708
245 1 0 $a Student reflections on English as a Second Language (ESL) testing experiences: A participatory dialogue with adult education ESL students.
300 $a 251 p.
500 $a Source: Dissertation Abstracts International, Volume: 56-08, Section: A, page: 2969.
500 $a Chairperson: Anita P. DeFranz.
502 $a Thesis (Ed.D.)--University of San Francisco, 1995.
520 $a Problem. Two standardized tests are used in California for assessing adult English as a Second Language (ESL) students in state-mandated ESL programs. The resulting placements have produced classes which contain a variety of proficiency levels. Testing thenceforth is up to individual teachers. The quality of the learning experience for ESL students and teachers alike is affected by assessment and testing, and an investigation of ways to move toward improving testing is desirable. Studies of testing instruments have concentrated on quantitative measures such as test reliability and validity; few have addressed student needs or reactions. This study investigated the testing experiences of adult ESL students from a qualitative perspective.
520 $a Procedures and methods. Using participatory research, this study investigated the testing experiences of six adult ESL students. Previous experience, conceptualizations of testing and assessment, strategies for success, and recommendations for changing tests and improving the testing experience were discussed. Each participant was an active partner in a critical dialogue with the researcher, reflected upon the dialogue, and met for a second dialogue. Using dialogic retroflection, the researcher, with the participants, determined relevant themes and findings. The same set of questions was used as a starting point in each dialogue.
520 $a Results. Although most participants had to overcome initial reservations about openly expressing their thoughts and ideas, they agreed that they take their responsibility for learning seriously, respect their teacher, and rely on the teacher to mold their experiences and provide appropriate testing. They were uncomfortable with the idea that as participants in the learning process they have some ability to influence it. Participants were articulate in expressing their preferences regarding testing formats, conditions, and precepts. Participants acknowledge that testing and assessment create anxiety but believe tests to be necessary and helpful. This is heightened when the testing instrument is subsequently used as a pedagogical tool by the teacher.
520 $a Conclusions. Under existing conditions of high demand, large class size, and limited opportunities for teachers to interact with each other and with students, little transformation can occur. Further research is needed concerning specific instruments and techniques, other affective factors involved, student expectations, and teacher input.
590 $a School code: 6019.
650 4 $a Education, Adult and Continuing. $3 626632
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, Community College. $3 1018008
690 $a 0516
690 $a 0282
690 $a 0275
710 2 0 $a University of San Francisco. $3 1017465
773 0 $t Dissertation Abstracts International $g 56-08A.
790 1 0 $a DeFranz, Anita P., $e advisor
790 $a 6019
791 $a Ed.D.
792 $a 1995
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9541580