This thesis qualitatively explores the impact of teachers' beliefs on the assessment of oral examinations in English education. By analyzing the assessment processes of four English teachers evaluating the same authentic oral exam, the study aims to develop a model illustrating how teachers' beliefs influence their assessment decisions, with the goal of gaining deeper insights into the role of these beliefs in the assessment process and establishing a model for type-building of teachers' beliefs during the evaluation of oral exams.
Table of Contents
1. INTRODUCTION
1.1 RESEARCH MOTIVATION
1.2 STRUCTURE OF THE THESIS
2. ORAL EXAMINATION IN THE FOREIGN LANGUAGE CLASSROOM
2.1 OBJECTIVE AND FUNCTION
2.2 DESIGN AND ORGANISATION
2.3 CHARACTERISTICS
2.4 ASSESSMENT
2.4.1 Common Reference Levels
2.4.2 Assessment sheet
2.4.3 Quality Criteria
3. TEACHERS’ BELIEFS
3.1 DEFINITION
3.2 CATEGORIES OF TEACHERS’ BELIEFS
3.2.1 Assessment Justification
3.2.2 Assessment Attitudes
3.2.3 Assessment Experience
3.2.4 Assessment Expectations
3.2.5 Assessment Purpose
3.3 RESEARCH REPORT
4. METHODOLOGICAL FOUNDATIONS
4.1. QUALITATIVE CONTENT ANALYSIS
4.2 INTROSPECTION AS A METHOD FOR QUALITATIVE RESEARCH
4.2.1 Think Aloud
4.2.2 Methodological Implications
5. THE STUDY
5.1 RESEARCH QUESTIONS
5.2 TEST SUBJECTS
5.2.1 Selection of the Sample
5.2.2 Pre-Study Questionnaire
5.2.3 Findings
5.3 MAIN STUDY
5.3.1 Procedural Steps
5.3.2 Tasks and Materials
5.3.3 Quality Criteria
6. ANALYSIS
6.1 DATA PREPARATION
6.1.1 Data Focus
6.1.2 The Transcription System
6.1.3 The Segmentation System
6.2.4 The Coding System
6.2 FINDINGS
6.2.1 Content Structuring
6.2.2 Type-Building
7. DISCUSSION
7.1 CORE TEACHER’S BELIEFS
7.1.1 Assessment Justification
7.1.2 Assessment Attitudes
7.1.3 Assessment Experience
7.1.4 Assessment Expectations
7.1.5 Assessment Purpose
7.2 CRITICAL ASSESSMENT SITUATIONS
7.3 ASSESSMENT TYPOLOGY
8. CONCLUSION
8.1 DIRECTIONS FOR FURTHER RESEARCH
8.2 REFLECTIONS ON THE RESEARCH PROCESS
Objectives and Core Topics
The present thesis investigates the largely unexplored role of teachers' beliefs during the assessment of oral exams in foreign language classrooms. Its primary objective is to descriptively identify specific categories of these beliefs and to develop examiner types based on assessment characteristics, thereby closing a current research gap in the field of oral examination studies.
- Qualitative analysis of Teachers' Beliefs in oral assessments
- Methodological application of Think Aloud (TA) protocols
- Development of a coding system for assessment categories
- Typology of examiner behaviors (Compliant, Reflexive, Proactive)
- Influence of professional experience on assessment practices
Excerpt from the Book
1. Introduction
For centuries, oral examinations have been part of the archetype of diagnostic instruments used to assess performance in a wide variety of domains, omnipresent in schools, universities, and professional life (Birkel, 2019, 5). In schools, oral examinations have gained in frequency since the 1980s reflecting the emphasis on communicative language teaching in the foreign language classroom (Ducasse, 2009, 1). However, compared to the status of oral exams as an examination format, the research into its assessment and has been minimal, and some aspects have been omitted entirely from it.
In particular, the role of the examiner during the assessment of oral exams presents a largely unexplored area of research. Considering empirical findings, it would be unreasonable to claim that there is anything like clarity or agreement about how assessment proceeds on the part of the examiner, and we lack a theoretical conceptualisation of why examiners do the things they do (Lumley, 2005, 65). Subject to researching the examiners behaviour during the assessment of oral examination is the recognition that assessment requires examiners to perform in as similar way to the examinees, weighing up decisions, complying with specifications, and completing multiple tasks (Brown & Hill, 2009, 9).
The present work aims to qualitatively research Teachers’ Beliefs found during the assessment of oral examination. The research will focus on a sample of English language teachers in the setting of English in the foreign language classroom in North-Rhine Westphalia. The research objective is to descriptively investigate categories of Teachers’ Beliefs found during the assessment of oral exams, the time and objective of their expression, and possible examiner types that can be developed based on assessment characteristics revealed through expressed Teachers’ Beliefs. As Teachers’ Beliefs have been disregarded by research into oral examination thus far, the research of this study will contribute to closing a relevant research gap in the field of oral examination research.
Summary of Chapters
1. INTRODUCTION: This chapter provides an introduction to the research topic, defines the research motivation, and outlines the overall structure of the thesis.
2. ORAL EXAMINATION IN THE FOREIGN LANGUAGE CLASSROOM: This chapter establishes the foundational understanding of the objective, function, design, and assessment criteria of oral exams within the educational framework of North-Rhine Westphalia.
3. TEACHERS’ BELIEFS: This chapter defines the core concept of Teachers' Beliefs, establishes their classification into five main categories, and reviews relevant empirical research in the field.
4. METHODOLOGICAL FOUNDATIONS: This chapter outlines the methodological framework, specifically focusing on qualitative content analysis and the utility of Think Aloud protocols as a research tool.
5. THE STUDY: This chapter describes the research design, including the selection of participants, the conduction of the pre-study questionnaire, and the specific procedures for the main study.
6. ANALYSIS: This chapter details the data preparation, segmentation, and coding processes, and discusses the findings derived from content structuring and type-building.
7. DISCUSSION: This chapter discusses the core Teachers' Beliefs identified, introduces critical assessment situations, and presents the developed assessment typology.
8. CONCLUSION: This chapter summarizes the significant findings of the research, reflects on the research process, and provides directions for future studies.
Keywords
Teachers' Beliefs, Oral Examination, Foreign Language Teaching, Qualitative Content Analysis, Think Aloud, Assessment Criteria, Rater Cognition, Pedagogical Diagnostics, Examiner Types, Professional Development, Language Assessment, North-Rhine Westphalia, Classroom Observations, Implicit Personality Theories, Assessment Validity.
Frequently Asked Questions
What is the core focus of this research?
The research focuses on identifying and analyzing the underlying beliefs of English language teachers that influence their decision-making during the assessment of oral examinations.
What are the central themes explored?
Central themes include the role of the examiner, teacher cognition in assessment, the application of official assessment sheets, and how personal beliefs intersect with standardized testing requirements.
What is the primary research goal?
The goal is to provide a descriptive investigation into categories of teachers' beliefs and to create a typology of examiner types based on their specific assessment characteristics.
Which methodology does the author utilize?
The study employs a qualitative content analysis approach combined with introspective data collection, specifically utilizing the 'Think Aloud' (TA) method during observed assessment sessions.
What topics are covered in the main body?
The main body covers the theoretical background of oral exams, the definition of teachers' beliefs, the methodological framework of the study, detailed procedural steps for data analysis, and the presentation of empirical findings.
Which keywords define this study?
Key terms include Teachers' Beliefs, Oral Examination, Think Aloud methodology, assessment typology, and rater cognition within the North-Rhine Westphalia education school system.
What differentiates the three examiner types identified?
The types—Compliant, Reflexive, and Proactive—are differentiated based on their level of professional experience, their specific awareness of their own beliefs, and how they perceive the function of those beliefs during the actual assessment process.
How does the author handle 'critical assessment situations'?
Critical assessment situations are defined as moments where examiners encounter perceived insecurities or flaws in the test design, leading them to rely more heavily on personal biases or beliefs rather than official assessment guidelines.
- Citation du texte
- Anonym (Auteur), 2022, Impact of Teachers' Beliefs on Oral Exam Assessment in English Education. A Qualitative Analysis, Munich, GRIN Verlag, https://www.grin.com/document/1464360
