Assessing Special Populations of Students

Advancements in digital communication technology (DCT) have significant potential to impact on language teaching and learning by providing new pedagogical opportunities accessible via the internet. Resources that support the design of English language learning and formative assessment have been seen as a fundamental component of the English language learning environments in English language intensive courses for overseas students (ELICOS) and the like. While its importance is universally recognized, the facilitation of a move from the traditional approach to languages learning to a more contemporary approach in keeping with social constructivist theory remains a challenge for both teachers and learners. Part of this challenge involves the need for teachers to reconceptualize the way that they teach to move away from the teacher as instructor to that of facilitator whose pedagogical approach ensures students have opportunities to use English for meaningful purposes. Since this demands an understanding of students' different proficiency levels and the ability to monitor improvement to ensure learning experiences are at the optimum level to facilitate growth, effective formative assessment practices are a vital monitoring tool. Thus, this chapter examines how internet resources can move pedagogy towards a social constructivist approach to improving English language learning bearing in mind the need for a framework to support formative assessment in the monitoring of improvements in proficiency.

The aim of the current study is to provide an insight into the assessment practices used by a group of EFL teachers when teaching grammar at the pre-intermediate level (A2) in the intensive English Language program at Amideast-Yemen in Aden. The present study used both descriptive qualitative and quantitative approaches. Qualitative data was collected through semi structured interviews conducted with 11 teacher-participants as well as through the analysis of six grammar quiz papers prepared by the teachers. Furthermore, to investigate students’ perception toward how they were assessed, quantitative data was obtained through a questionnaire administered to 72 EFL students. The research results revealed that teachers had a good understanding of what effective assessment practices were and they used their knowledge to track their students’ grammatical ability progression. Analysis of the grammar quiz papers showed that there is some need for improvement in the design of the questions. Finally, the questionnaire administered to the students indicated a level of satisfaction among the students regarding the way their teachers assessed their grammatical ability.

Understanding the factors that demotivate English language pre-service teachers is crucial, as these future educators will significantly influence their students’ motivation and engagement with language learning. This study investigates key demotivation factors among pre-service teachers enrolled in an English education program at a public university in Indonesia. Using a sequential explanatory design, data were collected through questionnaires distributed to pre-service teachers, followed by semi-structured interviews with four selected participants. Quantitative data were analyzed using SPSS 23, while qualitative data were examined through thematic analysis. The quantitative findings reveal that a lack of intrinsic motivation, along with concerns about teacher competence and teaching styles, are the most prominent demotivating factors. The qualitative findings further reveal that performance pressures such as test scores intensify these experiences, helping to explain how certain factors become highly demotivating despite their lower statistical prominence. The study also contributes theoretically by extending Sakai and Kikuchi’s demotivation framework, showing how teacher-related issues, learning content, and learner psychology interact to shape pre-service teachers’ demotivation in the Indonesian EFL context. This can be achieved through more engaging coursework, opportunities for meaningful teaching experiences, and mentorship by competent educators. Furthermore, ongoing professional development for in-service teachers should also prioritize strategies to maintain motivation and improve instructional quality. By addressing these factors, both pre-service and in-service teachers will be better equipped to create motivating classroom environments, ultimately enhancing students ’ learning of English as a foreign language. The implications of these findings underscore the urgent need for teacher education programs to focus on developing and sustaining pre-service teachers’ intrinsic motivation.

A survey completed by 22 literacy clinic directors indicated that clinics share beliefs and instructional practices. Literacy clinics provide a context in which children are taught to read and write by clinicians who are training to be literacy teachers. As best practices in reading instruction are debated, effective clinical assessment and instructional practices have endured. Using a student‐centered approach, literacy clinics help students become engaged, confident, and capable readers. Research results identified four themes: multiple literacy components, affective factors, a cyclical assessment and instruction process, and clinician and student agency. The article connects these themes and gives examples of the application of the themes for classroom instruction and assessment practices.

Objective Being skilled in the development and use of assessments is crucial if teachers are to know whether their students are meeting learning objectives. Unfortunately, many preservice teachers hold beliefs at odds with views that are adaptive for the promotion of learning. The purpose of this mixed-methods study was to explore the relationships between epistemic beliefs and preservice teachers’ understanding of foundational concepts of assessment. Method Participants were 282 undergraduate students enrolled in an educational psychology course. Multiple regression was used to examine these relationships followed by a deductive analysis of field journal entries. Results Results revealed a relationship between epistemic beliefs and understanding of assessment. Those with beliefs in knowledge as more fluid and evolving made more connections between the course and their field experience and demonstrated greater understanding of foundational concepts. Conclusions Our findings suggest that teacher education programs should be structured in ways to promote these beliefs. Such beliefs may result in more effective teaching and assessment practices more congruent with the promotion of meaningful learning amongst the next generation of students.

Assessment of children’s learning and development is a cornerstone of early childhood education, yet the complexities of what to assess, why, and how have been described in numerous research-based reports. Tensions among the purposes for assessment, paired with various debates about quality assessment practices, have led to views and perspectives that tend to polarise approaches, methods, and purposes. Increasingly, there is a focus on tracking children’s learning progressions or pathways to achieving curricular learning outcomes. Information about children’s progression may be of interest to parents, teachers, and policy makers. In New Zealand, the current dominance of narrative approaches to assessment has led to challenges in teachers’ workload and to identified problems in adequately assessing progress in children’s learning and development. This chapter will provide an historical analysis of the assessment approaches that early childhood teachers in New Zealand have used over time and the various influences on assessment practices as a case example for the complexities of assessment. We use the metaphor of a pendulum swing to illustrate movement between the use of objective and subjective assessment measures and shifting views of early childhood learning and development. We argue there is a need for teachers to have robust understanding of learning and development and effective assessment and evaluation practices, together with access to a range of assessment and evaluation measures, in order to appropriately analyse and support children’s progress towards the learning outcomes of Te Whāriki and other child-centred, culturally responsive curriculum.

This study determined the state of music teaching in the elementary schools of East Butuan District I. Anchored with Thorndike’s Law of Readiness and Bandura’s Social Cognitive Theory, employing a descriptive-correlation research design, the study revealed that the majority of teachers have a solid understanding of music content. Despite this, many teachers reported low usage of musical instruments and a lack of interest in exploring diverse musical forms, highlighting a gap in practical application and engagement. The study also identified significant differences in teaching practices based on years of experience, with newer teachers exhibiting different approaches to lesson delivery compared to their more seasoned counterparts. The correlation analysis revealed that higher educational attainment was inversely related to the use of learning tools and materials, suggesting that additional training could enhance practical teaching skills. Teachers with relevant training demonstrated higher levels of content knowledge and effective assessment practices, underscoring the importance of continuous professional development. The “MusiKaGabay Training Program: Enhanching Teachers’ Readiness and Competence in Music Instruction” is a holistic and forward-thinking initiative designed to enhance the pedagogical and practical music skills of elementary educators. Recommendations highlight the importance of improving teacher readiness in elementary education in East Butuan District I.

In recent times, more attention has been directed towards identifying international trends and ‘best’ practice for assessing pre-service teachers’ classroom performance. Previous attempts to assess Oman’s preservice teachers were based on adopting a psychometric/measurement assessment practice, whereby performance was measured by grades. Such an approach, in recent times, has been viewed as being fundamentally flawed in its attempts to measure pre-service teachers’ classroom practices. This is primarily due to its inability to authentically assess teacher’s learning in the classroom setting. Further underpinning this problem, is that Omani pre-service teachers are expected to undertake an International English Language Testing System (commonly referred to as IELTS), as a measurement of their English proficiency. This approach is problematic, in principle, as it is positioned after graduation and therefore forms no connection to the pre-service teachers’ school experience nor does it add to quality teaching and assessment. This recent shift in thinking, as to the idea that educational assessment should be based on psychometric measurements and grades, has evolved into assessment practices which encourage the integration of assessment into the learning and teaching environment. This thesis is concerned with how the pre-service English Language teacher’s classroom performance is assessed in Oman. Drawing on the work of Gipps (1999, 2002), this thesis adopted a sociocultural perspective to investigate the phenomenon of assessment practices associated with evaluating pre-service teacher’s classroom performance during school-based professional experience (also known as teaching practicum). Understanding assessment practices from a sociocultural perspective and its current practices such as authentic assessment and Assessment for Learning (AfL) assists pre-service teachers to learn so as to become professional, qualified teachers. To achieve the aims of this study, the thesis adopted a qualitative hermeneutic phenomenology approach to investigate the assessment phenomenon and to gain a deep understanding from the key stakeholders involved in the phenomenon. To enable this, the data collected from three higher education institutions, namely Sultan Qaboos University (SQU), Rustaq-College of Applied Sciences (CAS) and Nizwa University and their participating schools. A range of different data sources obtained: assessment texts which position pre-service English Language teachers; three-series of interviews with the different stakeholders: three pre-service teachers, three cooperating teachers and four university supervisors to reveal their experiences; and observing the phenomenon in situ to triangulate with the aforementioned data. Implementing hermeneutic phenomenology, the obtained data analysed using two approaches: Critical Discourse Analysis (CDA) and Interpretive Phenomenological Analysis (IPA) so that the existing practices for assessing pre-service English language teachers’ classroom performance in Oman were captured. The analyses revealed that each institution has its assessment practices influenced by its socio-political structure, yet SQU, unlike Rustaq-CAS and Nizwa University, is distinguished in relation to its pre-determined set of professional standards for graduating teachers; explicit assessment criteria that are shared and discussed with pre-service teachers; collaboration between all stakeholders in the assessment process; a clearly defined role for the cooperating teacher as mentor; effective feedback provided to the pre-service teacher; using portfolios to record and document the pre-service teachers achievements; and effective self- and peer-assessment strategies. These practices are mostly experienced by stakeholders at SQU due to its international accreditation under the influence of the standards based on the American Council on the Teaching of Foreign Languages (ACTFL). The findings suggest that SQU assessment practices are more aligned with the indicators of international best practice, compared to that of Rustaq-CAS and Nizwa University. Similarly, SQU had a better understanding of assessment practices from a sociocultural perspective. This means that within the context of assessing pre-service teachers’ classroom performance in Oman, the findings are not about each higher education institution but about producing quality teacher graduates by reforming the Omani assessment practices. Having SQU as a model in Oman, the key recommendations for policy and practice from this study are to: 1) set a national professional standards for teachers; 2) have explicit assessment criteria that align with the professional standards; 3) share the assessment criteria for success between all stakeholders in the phenomenon; 4) strengthen the collaboration between schools and universities as well as university supervisors and cooperating teachers,5) make the role of the portfolio more explicit in terms of monitoring and enhancing pre-service teacher development and learning; 6) empower the cooperating teacher to provide a more meaningful mentoring role to pre-service teachers; 7) provide explicit training in effective peer and self-assessment strategies for pre-service teachers in the classroom context and 8) provide explicit training in understanding and delivering quality feedback on classroom performance for all stakeholders.

This chapter presents a description and evaluation of English as a second language (ESL) assessments carried out in India, Pakistan, Bangladesh, Sri Lanka, and Nepal. Other countries will be mentioned only in passing, due to the fact that published documents are not available. An examination of how these assessments are carried out in different contexts provides an opportunity to look at two essentially overlapping areas: the micro‐level aspects of language assessment within a curriculum‐based and a construct‐based framework; and the macro‐level aspects of how different countries are coping with critical issues such as the hegemony of English over local languages, or the link between identity and multilingualism.The chapter starts by giving an overview of the status of English that affects English language education (ELE) in South Asia. Next it discusses assessment practices in India, Pakistan, Bangladesh, Sri Lanka, and Nepal. It examines the language policy that informs the education system, then it goes on to describe the kind of English language education that is offered at school and university levels, in both mother tongue medium and English medium streams. The last section presents issues and challenges that are unique to these countries (as well as common between them) in relation to ESL assessment and that need to be addressed at conceptual and systemic levels, if effective assessment practices are to be implemented in the classroom. The chapter concludes by highlighting future possibilities in the area given the cultural, linguistic, social and economic factors specific to this region.

This study investigated the extent to which tutors' adherence to the objectives of test construction enhances quality assessment procedures in teachers’ colleges in the Kilimanjaro region. The study employed a convergent research design under a mixed methods approach, guided by the Value-Added Theory. The target population included seven (7) teachers’ colleges in Kilimanjaro Region, comprising seven (7) college principals, seven (7) academic tutors, and 150 tutors. Through census sampling and total population sampling, the study selected a sample of six (6) teachers’ colleges, six (6) college principals, six (6) academic tutors, and 120 tutors. Quantitative data were collected using questionnaires, while qualitative data were collected through interview guides and document analysis guide. The validity of data collection instruments was established by consult research experts at Mwenge Catholic University (MWECAU), and a pilot study was conducted in one Teachers’ Colleges to test the tools. Reliability for Likert-type items from questionnaires was ensured through Cronbach’s Alpha, which yielded a coefficient of 0.879 for tutors, indicating high reliability. The trustworthiness of qualitative data collection instruments was ensured through triangulation. Quantitative data were analyzed using descriptive statistics through SPSS version 27, while qualitative data were subjected to thematic analysis. Ethical considerations were strictly observed throughout the study; informed consent was obtained from all participants, and confidentiality and anonymity were maintained. Findings indicated that tutors in teachers’ colleges across the Kilimanjaro region aligned test items with curriculum objectives, covered various learning domains, prepared valid and reliable assessments, and incorporated student feedback to enhance assessment quality to a high extent. The study concludes that tutors adhere to test construction objectives to a high extent, thereby promoting fairness, reliability, and competency-based assessment practices in teacher education. Summarize. The study recommended that tutors should be continuously provided with regular training on test construction, item writing, and assessment standards aligned with national guidelines to ensure consistent and effective assessment practices.

Effective assessment practices are essential in improving science education, yet determining the most suitable types of assessment for junior high school science remains a challenge. Current assessment practices often focus heavily on cognitive outcomes, with less emphasis on evaluating students’ scientific process skills and attitudes. This study aims to identify and analyze the most effective assessment methods used in junior high school science education over the past decade. A systematic review method was employed to collect and examine relevant peer-reviewed articles published between 2014 and 2024. The review reveals a growing trend in the use of authentic assessment, which includes performance tasks, project-based learning assessments, and portfolios. Authentic assessment is identified as the most effective approach, as it holistically evaluates students’ knowledge, skills, and attitudes in realistic contexts, aligning with the objectives of the national curriculum. The findings suggest that educators and policymakers should prioritize the development and implementation of authentic assessments to foster deeper learning and better prepare students for real-world problem-solving.

Science majors in various teacher education institutions perform below the national passing rate despite the curriculum mandates by the Commission on Higher Education. The question lies in how these standards and guidelines are implemented across Teacher Education Institutions of the country. An investigation on how the curriculum of the Bachelor of Secondary Education (BSED) Science in selected Teacher Education Institutions (TEIs) in the Philippines was conducted utilizing a descriptive quantitative design to 10 selected private and public tertiary schools. It analyzed curriculum components such as course outlines, program of study, and curriculum maps while examining institutional factors like faculty qualifications, experience, and student-teacher ratios. It was found that there was an extensive implementation of course outlines and evaluative measures, which indicates that schools had a strong focus on clear learning objectives and effective assessment practices, while limited implementation was noted in the aspect of OBTL course descriptions and learning plans. Multinomial logit regression analysis showed that institutional type, faculty qualifications, and teaching experience significantly determine the likelihood of achieving higher levels of curriculum implementation. Based on this finding, there must be a continuing professional development for teachers for better curriculum implementation. The government should extend subsidies to improve resource allocation, and a more vigorous system of curriculum support to enhance the quality of teacher education in the country.

Enrollment of English language learners (ELLs) in United States schools has increased more rapidly than general enrollment, resulting in an urgent need for teachers to be prepared and to meet the needs of ELLs in their classrooms. This study examined the language learning beliefs and attitudes toward ELLs among 286 pre-service teachers in a large public university. Results show that pre-service teachers demonstrated neutral attitudes toward ELLs. Participants’ language learning beliefs exhibited four components: “difficulty of learning,” “ease of learning,” “motivation” and “traditional view” of language learning. Controlling for language learning status, pre–service teachers tended to demonstrate less supportive attitudes toward ELLs when they held traditional views of language learning and when they viewed language learning (in general and English in particular) as relatively easy or not difficult. These findings suggest preservice teachers need evidence-based coursework in language development and language learning processes to overcome potential misconceptions and biases regarding ELLs.

Purpose The purpose of this study was to ascertain the extent to which school-based speech-language pathologists' (SLPs) assessment practices with individual English learners (ELs) align with federal legislation and professional practice guidelines. Specifically, we were interested in examining SLPs' use of multiple tools during individual EL assessments, as well as relationships between practices and number of types of training experiences. Method School-based SLPs in a Midwestern state were recruited in person or via e-mail to complete an online survey pertaining to assessment. Of the 562 respondents who completed the survey, 222 (39.5%) indicated past or present experience with ELs, and thus, their data were included in the analyses. The questionnaire solicited information about respondent's demographics, caseload composition, perceived knowledge and skills and training experiences pertaining to working with ELs (e.g., graduate school, self-teaching, professional conferences), and assessment practices used in schools. Results The majority of respondents reported using multiple tools rather than a single tool with each EL they assess. Case history and observation were tools used often or always by the largest number of participants. SLPs who used multiple tools reported using both direct (e.g., standardized tests, dynamic assessment) and indirect tools (e.g., case history, interviews). Analyses revealed low to moderate positive associations between tools, as well as the use of speech-language samples and number of types of training experiences. Conclusions School-based SLPs in the current study reported using EL assessment practices that comply with federal legislation and professional practice guidelines for EL assessment. These results enhance our understanding of school-based SLPs' assessment practices with ELs and may be indicative of a positive shift toward evidence-based practice.

The purpose of this paper is to investigate the application of and attitude towards the use of mobile phones in English language learning amongst Taiwanese university students. The proliferation of mobile phones makes them the most available device for transmitting language learning instruction aids and facilitating mobile learning. For the purpose of the research students with a mean age of 19 were randomly selected in 89 separate colleges and asked to complete a questionnaire (Application of Mobile Phones in English Learning). GM(0,N) was employed to analyze the assembled data and determine the weighting and ranking of responses. The major findings of this study were: Searching for word meaning (dictionary use) is the most frequent mobile phone application in English learning while writing and oral practice are the least frequently used. Most college students consider English learning with mobile phones feasible and especially effective in vocabulary building. The study also gave rise to some suggestions for future research.