International Electronic Journal of Mathematics Education

Some Critics on Language Education Assessment
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2016 - Volume 11 Issue 7, pp. 2470-2482
  • Published Online: 03 Sep 2016
  • Article Views: 709 | Article Download: 640
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Bírová J, Klimova II, Kalugina O. Some Critics on Language Education Assessment. Int Elect J Math Ed. 2016;11(7), 2470-2482.
APA 6th edition
In-text citation: (Bírová et al., 2016)
Reference: Bírová, J., Klimova, I. I., & Kalugina, O. (2016). Some Critics on Language Education Assessment. International Electronic Journal of Mathematics Education, 11(7), 2470-2482.
Chicago
In-text citation: (Bírová et al., 2016)
Reference: Bírová, Jana, Irina I. Klimova, and Olga Kalugina. "Some Critics on Language Education Assessment". International Electronic Journal of Mathematics Education 2016 11 no. 7 (2016): 2470-2482.
Harvard
In-text citation: (Bírová et al., 2016)
Reference: Bírová, J., Klimova, I. I., and Kalugina, O. (2016). Some Critics on Language Education Assessment. International Electronic Journal of Mathematics Education, 11(7), pp. 2470-2482.
MLA
In-text citation: (Bírová et al., 2016)
Reference: Bírová, Jana et al. "Some Critics on Language Education Assessment". International Electronic Journal of Mathematics Education, vol. 11, no. 7, 2016, pp. 2470-2482.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Bírová J, Klimova II, Kalugina O. Some Critics on Language Education Assessment. Int Elect J Math Ed. 2016;11(7):2470-82.

Abstract

This present study investigates some critics on language education assessment in Slovakia. The article is an outcome from a research survey done in 2014 about the techniques and old bad habits in language assessment. For the research survey, the qualitative approach was adopted: interview with teachers as well as analysis of taken – observed lessons and analysis of the exams collected during research. The data were collected from a non-random sample of five language teachers from three different public schools from different towns in Slovakia. The primary question in the research was Why do learners receive bad marks from language examinations? The results of the qualitative research show that both mother tongue – Slovak language teachers as well as English language ones do not practise sufficiently language taught during the class which is the result in the tests used by these teachers. The techniques implemented in testing are different from the techniques used during the learning process. The study findings revealed that the learners hardly success the testing before developing the cognitive process.

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