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|Title:||THE COMPENSATORY SCORING APPROACH TO ASSESSING ENGLISH AS A FOREIGN LANGUAGE AND ITS IMPLICATIONS ON TEACHING.|
|Keywords:||assessment;testing;score interpretation;compensatory strategy;conjunctive strategy;communicative approach;assessment literacy;test preparation;cut scores;triangulation;ECCE;washback|
|Abstract:||Abstract This dissertation aims at revealing the importance of score interpretation and the impact of the compensatory scoring approach on the teaching process. Its underlying purpose is to examine whether the specific scoring approach affects the methodology implemented by teachers in the Greek educational context teaching the Examination for the Certificate of Competency in English (ECCE), based upon the relevant literature on the scoring approach to standardized tests. This qualitative study focuses on identifying teachers’ attitudes towards the compensatory scoring approach, the level of these teachers’ awareness of the importance of score interpretation, its impact on the communicative nature of language teaching and learning and the extent to which teachers adapted their teaching methodology to this scoring system, given that it changed recently. Also, by locating and highlighting the problems and constraints that these teachers of English deal with when they teach an exam preparation class will lead me to a number of conclusions as to where part of the Greek reality stands, concerning education. Finally, certain conclusions can also be drawn as to how the existing reality can improve so that students and teachers will be guided towards a more effective language acquisition and professional growth respectively.|
|Appears in Collections:||ΑΓΓ Διπλωματικές Εργασίες|
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|DISSERTATION-FINAL-LYTRA ELENA-89562.pdf||Main thesis document||10.81 MB||Adobe PDF||View/Open|
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