APPRAISING BENINESE EFL TEACHERS’ BELIEFS ON FORMATIVE AND SUMMATIVE ASSESSMENT IN THE COMPETENCY-BASED APPROACH CONTEXT

Arlette J. Viviane Hounhanou

Abstract


This study explores Benin EFL beliefs on the two forms of assessment: formative and summative. Both forms of assessment are important in teaching adjustments, in determining priorities and addressing learners’ needs. The study was conducted in two EFL classes of Ouémé regions in Benin republic. Six EFL teachers and 106 EFL students of upper sixth forms (Terminales) were involved in this study. The data include interviews with Educational Facilitators (Head Teachers), School Board Educational Administrators, Educational Advisors and Schools Board Administrators at the departmental division of secondary education. Questionnaires were addressed to EFL students and class observation was also used as research instruments. The study indicates that EFL teachers need empowerment in making decision in their own classes owing to a certain number of constraints. It also shows that there is a need to revise test administration strategies in Benin secondary schools.

 

Article visualizations:

Hit counter

DOI

Keywords


formative, summative, assessment, competency-based approach

Full Text:

PDF

References


Anthony J. Nitko, Susan M. Brookhart (2005). Education Assessment of Students. New Jersey: Person Education Ltd.

Biggs, J., & Tang, C. (2007). Teaching for quality learning at university. New York, NY: Society for Research into Higher Education & Open University Press.

Black, P., & William, D. (2010). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 92(1), 81–90. doi: 10.1177/003172171009200119.

Blakemore, S. (2008). A Competency based approach to RedR’s training and learning activities. UK: RedR.

Chang C. S., Liu E. Z. F., Sung H. Y., Lin C. H., Chen N. S. and Cheng S. S. (2014). Effects of online College Student’s Internet Self-efficacy on learning motivation and performance. Innovations in Education and Teaching International 51(4).

Chelli, S. (2010). The Competency-based approach in Algeria: A necessity in the era of globalization revue de la faculté des lettres et Sciences sociales. 6, 55-58.

Clariana, R. B., & Koul, R. (2005). Multiple-Try Feedback and Higher-Order Learning Outcomes. International Journal of Instructional Media, 32(3),239-245.

Cook, H. G. (2009). Formative assessment: Best practices part 1 [PowerPoint slides]. Retrieved from http://flareassessment.org/resources/PA_PD_Form_%20Assess_Ppt_1_rev050709.pdf

Common core state standards initiative: Preparing America’s students for college & career. (2014). Retrieved from http://www.corestandards.org.

Dobson (2003). A Guide to writing competency-based training materials. Australia: National Volunteer Skills Centre.

Elliott, J. & Yu, C. (2013). Learning Studies in Hong Kong Schools: A summary Evaluation Report on the “Variation for the Improvement of Teaching and Learning” (VITAL) Project. Education and Didactic, 7(2) : 147-163.

Gardner, J. (2010). Developing teacher assessments: An introduction. In J. Gardner, W. Harlen, L. Hayward, G. Stobart, & M. Montgomery (Eds.), Developing teacher assessment (pp. 1–11). New York, NY: Open University Press.

Good, R. (2011). Formative Use of Assessment Information: It’s a Process, so Let’s Say What We Mean. Practical Assessment, Research & Evaluation, 16(3). Retrieved from http://paraonline.net/getvn.asp?V=16&n=3.

Hanna, G. S., & Dettmer, P. A. (2004). Assessment for effective teaching : Using Context-Adaptive Planning. Boston, MA: Pearson A & B.

La Marca, P. M. Redfield, D., Winter, P.C., and Despriet, L. (2000). State Standards and State Assessment System: A guide to alignment. Series on Standards and Assessments. Washington, DC: Council of Chief State School Officers Lewy (2000) The Science Teacher and reflective Evaluation of a science. Teachers college press.

Ogle, D. M. (1986). K-W-L: A teaching model that develops active reading of expository text. The Reading text. The Reading Teacher, 39,564-570.

Richard, J. C. & Rodgers, T. (2001). Approaches and Methods in Language teaching (2nd ed). New York: Cambridge University Press.

Ruiz-Primo, M. A., & Furtak, E. M. (2007). Exploring Teachers’ Informal Formative Assessment Practices and Students’ Understanding in the Context of Scientific Inquiry. Journal of Research in Science Teaching, 44(1) :57-84.

Soliday M. (2002). The Politics of Remediation: Institutional and student Needs in Higher Education University of Pittsburgh Press.

Wiggins, G. P. (1998). Educative assessment: Designing assessments to inform and improve student performance. San Francisco, CA: Jossey-Bass.

Wiliam, D., & Thompson, M. (2007). Integrating assessment with instruction: What will it take to make it work? In C. A. Dwyer (Ed.) The future of assessment: Shaping teaching and learning (pp. 53–82). Mahwah, NJ: Erlbaum.




DOI: http://dx.doi.org/10.46827/ejes.v0i0.3104

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Arlette J. Viviane Hounhanou

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).