PRIMARY SCHOOL TEACHERS’ ATTITUDES TOWARDS ORAL AND WRITTEN LANGUAGE ASSESSMENT IN THE GREEK EDUCATIONAL CONTEXT

Vasiliki Marmouta, Georgios D. Kapsalis, Alexandra Galani

Abstract


In this paper, we aim to investigate the attitudes of primary school teachers in Greece as far as oral and written language assessment is concerned. More specifically, the objectives of the research are to investigate a) the criteria according to which teachers assess their students’ oral and written language, b) the emphasis they place on assessment and the errors they detect, c) the frequency with which they correct their students’ oral errors and d) the frequency with which they correct the mistakes their students make in their writing. Quantitative questionnaire data were initially collected from teachers. Additionally, the qualitative data which were further collected via interviews allowed teachers to justify their questionnaire responses. Based on the research findings, the majority of the teachers claimed that, when they assess their students’ work, the most important criterion is language effectiveness, that is how well their students use language to achieve specific communicative purposes, followed by acceptability. Moreover, it was found that they place greater weight on written language and take errors in their students’ writings more seriously than oral errors. As far as error correction frequency is concerned, most participants stated that they often or always correct mistakes students make in language exercises more frequently than mistakes they identify in their students’ oral or written responses to the teacher’s questions or during their students’ spontaneous oral language use and writing.

 

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oral errors, written errors, assessment, primary school teachers, attitudes

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References


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DOI: http://dx.doi.org/10.46827/ejes.v12i7.6079

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