Enhancing ESL Preservice Teachers' Formative Assessment Skills: Developing Reflective Analytic Rubrics for Language Assessment Tasks.
This study presents an intervention model designed to enhance ESL preservice teachers' (PSTs) formative assessment practices with language assessment tasks through reflective analytic rubrics. The intervention comprises sequential stages, including individual work, teacher support, peer mentoring, s...
| Publicado en: | International Journal of Humanities Education Vol. 23; no. 1; pp. 69 - 103 |
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| Autores principales: | , |
| Formato: | Artículo |
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Common Ground Research Networks
Jun2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=186535765&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 186535765 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 23270063 HE57 jtl: International Journal of Humanities Education issn: 23270063 maglogo: N pubinfo: dt: Jun2025 vid: 23 iid: 1 pid: 22359 pub: Common Ground Research Networks artinfo: ui: 186535765 10.18848/2327-0063/CGP/v23i01/69-102 ppf: 69 ppct: 34 formats: tig: atl: Enhancing ESL Preservice Teachers' Formative Assessment Skills: Developing Reflective Analytic Rubrics for Language Assessment Tasks. aug: au: Bommanaboina, Lalitha Devi Bommanaboina, Ramya Devi affil: Madanapalle Institute of Technology and Sciences, India Siksha O'Anusandhan University, India su: Language ability testing Student teachers Formative evaluation English as a foreign language Teacher education Mentoring sug: subj: Language ability testing Student teachers Formative evaluation English as a foreign language Teacher education Mentoring keyword: Analytic Rubrics ESL (English as a Second Language) Preservice Teacher Education Self- and Peer Assessment Self-Reflection ab: This study presents an intervention model designed to enhance ESL preservice teachers' (PSTs) formative assessment practices with language assessment tasks through reflective analytic rubrics. The intervention comprises sequential stages, including individual work, teacher support, peer mentoring, self- and peer assessment, and recurrent reflection. A detailed reflective, analytic rubric was developed and tested with sixty ESL PSTs in Andhra Pradesh, India, focusing on effectively assessing their ability to apply formative assessment procedures. The study adopted a mixed-method approach, combining quantitative tools (questionnaires, checklists) with qualitative tools (informal interviews) to explore the practical, conceptual, social, and emotional dimensions of rubric preparation and assessment. Key insights from the study highlighted the importance of tailored training interventions, particularly in micro-teaching sessions, to enhance the preparation and utilization of rubrics in ESL teaching contexts. The findings underscored the significance of informed formative assessment programs and tailored ESL teaching strategies for enhancing formative assessment practices in ESL teacher education. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2025 holdings: @attributes: islocal: N |
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