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Title: How Teachers' Perceptions Affect the Academic and Language Assessment of Immigrant Children
Authors: Figueiredo, Sandra
Martins, Maria Margarida Alves d'Orey
Silva, Carlos Fernandes da
Simões, Cristina
Keywords: teachers’experience
academic language skills
immigrant students
evaluation perceptions
Issue Date: 2016
Publisher: Future Academy
Citation: Figueiredo, Sandra Deolinda Andrade de Bastos; Maria Margarida Alves d'Orey Martins; Carlos Fernandes da Silva; Cristina Simões. How Teachers' Perceptions Affect the Academic and Language Assessment of Immigrant Children, The European Proceeding of Social & Behavioural Sciences, 8, 89-108, 2016.
Abstract: Recent research evidences inconsistencies in teachers' practice regarding skills assessment of L2 students. Scientific evidence supports that less experienced teachers have lower orientation toward multiple task-tests for non-native students. Research questions: Whether school teachers as having different teaching training and unequal teaching experience with non-native students perceive differently a four-skills scale. Purpose of the study: This study intends to analyse the importance degree between the four skills/tasks: reading, writing, speaking and listening, in the perspective of school teachers. Method: 77 teachers, aged 32-62, with (and without) experience in teaching and adapting materials for immigrant students, divided into six groups according to their scientific domain. Assessment tools included a scale for judgement of four academic tasks adapted from the original “Inventory of Undergraduate and Graduate Level: Reading, Writing, Speaking and Listening Tasks (Rosenfeld, Leung & Ottman, 2001). Main Findings: 1) different degrees of importance attributed by teachers on tasks that should be included in academic and language test for immigrant students; 2) perceptions of teachers are determined by predictors in this order: scientific domain, experience with multicultural classes and lower prediction from teaching service and age; 3) different results between american and portuguese samples answering the same questionnaire.
Peer reviewed: yes
ISSN: 2357-1330
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Appears in Collections:CIP - Artigos/Papers

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