Jia, Yueming (2004-12). English as a second language teachers' perceptions and use of classroom-based reading assessment.. Doctoral Dissertation. Thesis uri icon

abstract

  • The purpose of this study was to explore ESL teachers?? perceptions and use of
    classroom-based reading assessments. The research questions underpinning this
    study were: 1) What types of classroom-based reading assessments are used in ESL
    classrooms and how are they used? 2) What are ESL teachers?? perceptions regarding
    the function and effectiveness of classroom-based reading assessments? 3) What and
    how do external factors influence ESL teachers?? use of classroom-based reading
    assessments? 4) What and how do internal factors influence ESL teachers?? use of
    classroom-based reading assessments?
    The participants of this study were six middle school ESL teachers and seven
    elementary school ESL teachers. Data consisted of interviews with the participating
    ESL teachers, classroom observations, and assessment materials.
    The finding of this study indicated that there were three kinds of classroombased
    reading assessments commonly used by ESL teachers in the classrooms: tests,
    observation, and using writing to assess reading. These classroom-based reading
    assessments served ESL teachers in two ways: helping teachers make decisions about
    individual students and helping teachers make decisions about instruction. In addition,
    classroom-based reading assessments were viewed as effective instructional
    instruments. ESL teachers highly valued classroom-based reading assessments,
    considered them accurate and valuable, and thought these assessments could provide
    great help to the daily teaching of reading. Students, statewide mandated
    standardized tests, and districts were three major forces that influenced this
    assessment process.
    Four conclusions can be drawn from this study. First, classroom-based
    reading assessments played a central role in ESL teachers?? teaching and assessing of
    reading. Second, ESL teachers highly valued classroom-based reading assessments,
    considering them valuable, accurate, and efficient. Compared to statewide mandated
    standardized testing, ESL teachers preferred classroom-based reading assessments.
    Third, ESL teachers?? use of classroom-based reading assessments was largely under
    the control of districts or school authorities and there were many disagreements on
    the ways of assessing reading of ESL students between teachers and the districts or
    schools. Finally, statewide mandated standardized testing had distorted ESL teachers??
    use of classroom-based reading assessments in practice.

publication date

  • December 2004