Please use this identifier to cite or link to this item: https://apothesis.eap.gr/handle/repo/36471
Title: Authentic Assessment in the EFL Classroom: Engaging Young Learners in a Student-Led Conference
Authors: Angelidou, Eleftheria
Advisor: Dr. Liontou, Trisevgeni
Keywords: authentic assessment;self-assessment;student-led conference;traditional assessment
Issue Date: 23-Sep-2017
Abstract: Abstract The aim of the present study was to examine EFL teachers’ attitudes towards and perceptions of traditional and authentic assessment, as well as their actual assessment practices both in the public and private sector, and to explore the effects of the implementation of a student-led conference as an authentic assessment method on the reflective, metacognitive and higher-order thinking skills and motivation of young EFL learners, as well as on parents’ knowledge of their children’s learning. The research used both quantitative and qualitative methods of data collection. A total of forty-nine EFL teachers, six students and six parents participated in the study. A questionnaire was administered to the teachers, and the students were engaged in the preparation and implementation of a student-led conference and in self-assessment practices both prior to and after the conference. The student-led conference was observed by the researcher, and semi-structured interviews were conducted between the researcher and the students, as well as between the researcher and the students’ parents who participated in the conference. The research findings revealed that the majority of EFL teachers prefer traditional and summative assessment methods over authentic and formative ones. When authentic assessment methods are actually used, these are usually in the form of projects and games. None of the teachers who participated in the study have engaged their classrooms in a student-led conference. The findings further revealed that the implementation of a student-led conference had numerous benefits in relation to students’ reflective, metacognitive and higher-order skills, motivation, levels of confidence, self-regulation, responsibility and autonomy. The students were more capable of organizing their learning and talking about their strengths, weaknesses and goal-setting. Finally, the results showed that the conference was a positive experience for parents as well, as it helped them gain insight into their children’s learning, and discover a more mature and responsible aspect of their child’s personality.
Appears in Collections:ΑΓΓ Διπλωματικές Εργασίες



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