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Correlations between classroom-based...

Alliant International University, San Diego.

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Correlations between classroom-based, teacher-assessed grades and proficiency test scores in an English as a foreign language context.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Correlations between classroom-based, teacher-assessed grades and proficiency test scores in an English as a foreign language context./
作者:	Pu, Ling-Chen.
面頁冊數:	170 p.
附註:	Adviser: Ken Kelch.
Contained By:	Dissertation Abstracts International69-05A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3314110
ISBN:	9780549640523

Correlations between classroom-based, teacher-assessed grades and proficiency test scores in an English as a foreign language context.
Pu, Ling-Chen.

Correlations between classroom-based, teacher-assessed grades and proficiency test scores in an English as a foreign language context. - 170 p.

Adviser: Ken Kelch.

Thesis (Ed.D.)--Alliant International University, San Diego, 2008.

The Problem. Researchers have undertaken a number of studies regarding assessment practices used by teachers in regular school classrooms, whereas the study of teacher assessment practices in English as a Second Language (ESL) and English as a Foreign Language (EFL) contexts is somewhat limited (Cheng, Rogers, & Hu, 2004). Among the few studies in this area, rarely has in-depth research investigated how classroom-based teacher assessments and students' performance on high-stakes proficiency tests are correlated, especially focusing on the EFL context.

ISBN: 9780549640523Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Correlations between classroom-based, teacher-assessed grades and proficiency test scores in an English as a foreign language context.
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500 $a Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1749.
502 $a Thesis (Ed.D.)--Alliant International University, San Diego, 2008.
520 $a The Problem. Researchers have undertaken a number of studies regarding assessment practices used by teachers in regular school classrooms, whereas the study of teacher assessment practices in English as a Second Language (ESL) and English as a Foreign Language (EFL) contexts is somewhat limited (Cheng, Rogers, & Hu, 2004). Among the few studies in this area, rarely has in-depth research investigated how classroom-based teacher assessments and students' performance on high-stakes proficiency tests are correlated, especially focusing on the EFL context.
520 $a Method. A total of 606 student subjects completed the Listening and Reading courses (I and II) in their freshman year, and then took the listening and reading subtests of the practice GEPT, administered in the students' sophomore year. Accordingly, this study utilized the teacher-provided course scores on midterms, finals, and other class assessments in the two semesters, and the two subtest scores of the GEPT to examine the relationships between the course scores and test scores in order to determine students' future success on the GEPT. In addition, six teacher subjects, who have been teaching the Listening and Reading courses (I and II) since 2006 school year until the present 2007 school year, participated in a focus group interview. The teachers' perceptions about classroom-based teacher assessment and the GEPT for the purpose of determining student performance were analyzed and reported.
520 $a Results. Correlations of midterms and finals in Semester 1 and Semester 2 to the GEPT are significant but low to moderate. Correlations between other class assessments and the GEPT are insignificant. Findings indicate that most students are not passing the GEPT. Additionally, their average scores are far below a minimum passing score. Therefore, students are not adequately prepared for the GEPT. Two critical problems must be overcome: how to improve the average scores and how to strengthen the predictability and efficacy of the midterm and final scores.
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