dc.contributor.author | Pollari, Pirjo | |
dc.date.accessioned | 2017-09-28T08:53:12Z | |
dc.date.available | 2017-09-28T08:53:12Z | |
dc.date.issued | 2017 | |
dc.identifier.isbn | 978-951-39-7178-6 | |
dc.identifier.other | oai:jykdok.linneanet.fi:1724591 | |
dc.identifier.uri | https://jyx.jyu.fi/handle/123456789/55478 | |
dc.description.abstract | Assessment has a great deal of power over students. However, there is little
research on how students experience assessment and its power in the school
context. The purpose of this mixed-methods study is therefore to examine how
students in one Finnish upper secondary school experienced assessment and
(dis)empowerment in their EFL studies. The present study, which situates itself
within the realm of teacher research, also aims to experiment with alternative
assessment methods in order to investigate whether they could foster
empowerment in upper secondary EFL studies. The study comprises five articles
and a monograph, and is divided into two parts, each with its own research aims.
Part 1 and its three articles focus on students’ experiences of assessment and
(dis)empowerment and explore what factors might predict disempowerment in
assessment. In addition, Part 1 focuses on feedback as well as stress and test
anxiety in connection with high-stakes testing as possible predictors of
disempowerment. The data for these articles was gathered in March 2014 by
means of a web-based questionnaire. The aim of Part 2 is to explore whether less
traditional assessment methods could promote students’ empowerment in
assessment. The first article in Part 2 focuses on cheat-sheet tests as a way of
engaging and empowering students. The second article explores individual choice
in corrective feedback. These teaching experiments took place in six upper
secondary groups in 2013-2016. The third study in Part 2 is a monograph
describing an earlier portfolio programme in EFL teaching.
The present study shows that although most students were quite satisfied
with the assessment in their EFL studies, a significant minority of students found
the assessment disempowering. Several factors, such as inadequate or unhelpful
feedback or stress and anxiety caused by assessment, predicted assessment
disempowerment. However, students seemed to react to assessment as well as to
these factors in a highly individual way. Furthermore, although the alternative
assessment methods investigated in the teaching experiments proved useful and
also empowering additions to the EFL assessment repertoire, students experienced
them in different ways. There should therefore be a range of assessment methods
to cater for different assessment purposes as well as for students’ different learning
strategies, needs and personalities. | |
dc.format.extent | 1 verkkoaineisto (144 sivua, 24 numeroimatonta sivua, 104 sivua useina numerointijaksoina) | |
dc.language.iso | eng | |
dc.publisher | University of Jyväskylä | |
dc.relation.ispartofseries | Jyväskylä studies in humanities | |
dc.relation.isversionof | Yhteenveto-osa ja 5 eripainosta julkaistu myös painettuna. | |
dc.rights | In Copyright | |
dc.subject.other | student empowerment | |
dc.subject.other | assessment | |
dc.subject.other | upper secondary school | |
dc.subject.other | EFL | |
dc.subject.other | feedback | |
dc.subject.other | portofolio | |
dc.subject.other | cheat-sheet test | |
dc.subject.other | text anxiety | |
dc.subject.other | corrective feedback | |
dc.title | (Dis)empowering assessment? : assessment as experienced by students in their upper secondary school EFL studies | |
dc.title.alternative | Disempowering assessment? | |
dc.type | Diss. | |
dc.identifier.urn | URN:ISBN:978-951-39-7178-6 | |
dc.type.dcmitype | Text | en |
dc.type.ontasot | Väitöskirja | fi |
dc.type.ontasot | Doctoral dissertation | en |
dc.contributor.tiedekunta | Humanistinen tiedekunta | fi |
dc.contributor.yliopisto | University of Jyväskylä | en |
dc.contributor.yliopisto | Jyväskylän yliopisto | fi |
dc.contributor.oppiaine | Englannin kieli | fi |
dc.relation.issn | 1459-4331 | |
dc.relation.numberinseries | 329 | |
dc.rights.accesslevel | openAccess | |
dc.subject.yso | arviointi | |
dc.subject.yso | arviointimenetelmät | |
dc.subject.yso | lukiolaiset | |
dc.subject.yso | kielet | |
dc.subject.yso | oppiminen | |
dc.subject.yso | opetus | |
dc.subject.yso | palaute | |
dc.subject.yso | osallistava arviointi | |
dc.subject.yso | englannin kieli | |
dc.rights.url | https://rightsstatements.org/page/InC/1.0/ | |