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- W4385446181 abstract "In this paper, we report on a pilot study about Japanese Teachers of English (JTEs) beliefs about classroom-based assessment (CBA). For this study, we used a revised version of the Classroom-based Assessment Self-Efficacy Scale (CBA-SES) which consists of four sections: teaching context, teacher beliefs, self-efficacy, and teaching practices. We administered this instrument to a convenience sample of 29 JTEs to get a better understanding of their work in various teaching contexts (primary, secondary, post-secondary) with the intention of revising the instrument and conducting a large-scale study next year. This indicated that respondents had strong teaching beliefs, with teachers at the university level having the strongest beliefs. Also, there was a connection between experience and beliefs. As teachers gained more classroom experience, their beliefs became stronger. We found a correlation between the tier of institution as measured by hensachi. Finally, teachers believe there was a need for assessment tasks that resemble real-life language use. 本稿は、日本人英語教師(JTEs)の教室内評価に関する信条について行ったパイロット研究について報告する。自己評価測定尺度(CBA-SES)の改訂版に準拠し、4つの範疇、すなわち学校種などの背景(5項目)、信条(11項目)、自己効力感(10項目)、教育実践(12項目)について質問紙を作成した。様々な学校種(小学校、中学校・高校、大学など)で教えているJTEsの現況についてより理解を深めるため、さらなる改訂を意図し、より多くの参加者に同尺度を実施するにあたり、今回は29人のJTEsからの回答を分析した。結果として、JTEsは強い教育信条を持っており、特に大学教員にその傾向が最も強いことがわかった。教師の信条は経験と有意な関係があり、教室での経験を積むにつれて信条が強くなることがわかった。さらに、回答からは偏差値による学校レベルに応じた違いが認められた。また、教師が実際の言語使用に似せた測定タスクが必要だと考えていることも明らかになった。" @default.
- W4385446181 created "2023-08-02" @default.
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- W4385446181 date "2023-08-01" @default.
- W4385446181 modified "2023-09-27" @default.
- W4385446181 title "Japanese Teachers’ Attitudes Towards Classroom-based Assessment" @default.
- W4385446181 doi "https://doi.org/10.37546/jaltpcp2022-23" @default.
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