engleski

Teacher Assessment Competences in Primary Education English Foreign Language Learning

This doctoral thesis will aim to establish the range and nature of assessment strategies and techniques used by English foreign language teachers in primary schools in Croatia in order to evaluate young learners’ achievements, as well as the skills and knowledge teachers need for the application of those techniques. It will aim to establish whether there is a need for more formal pre-service assessment education and whether there is opportunity for continuing professional development (CPD) in the area. The thesis will examine the current state of practice in the assessment of young EFL learners both in Croatia and Slovenia and investigate the driving mechanisms (teacher’s beliefs, attitudes) behind assessment practices with respect to the length of teaching experience, age, and education. The findings will serve as a basis for redefining and enhancing the education of pre-service teachers in the area of assessment as a teacher competence thus contributing to the overall level of teacher competence. The contribution of this thesis also has a practical value, i.e. by broadening teachers’ assessment competences, primary foreign language learners will have the opportunity to experience assessment which is anxiety-free, meaningful, motivational, and involving, thus developing learners who shift their focus from aiming for a numerical grade to understanding their learning goals, developing their competence for learning how to learn, to being autonomous, responsible and active participants in the learning/teaching process.

assessment; teacher competences; young language learners; pre-service; in-service teacher training; new assessment paradigm

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