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ETD Abstract Container

Abstract Header

Secondary Foreign Language Teachers’ Cognitions and Practices Related to Classroom- Based Student Assessment

Kaplan, Carolyn Shemwell
http://orcid.org/0000-0002-3581-8326
http://rave.ohiolink.edu/etdc/view?acc_num=osu1428265120

Abstract Details

2015, Doctor of Philosophy, Ohio State University, EDU Teaching and Learning.
Although assessment research in foreign language (FL) education has increasingly explored approaches to classroom-based assessment, little is known about FL teachers’ thinking about assessment (Davison, 2004; Yin, 2010), particularly in U.S. schools. Using a sociocultural framework (Vygotsky, 1978), the purpose of this multiple case study was to examine FL teachers’ practices and cognitions (i.e., “the unobservable cognitive dimension of teaching – what teachers know, believe, and think” (Borg, 2003, p. 81)) related to classroom-based assessment. The participants were four high school FL teachers in four distinct school districts in the U.S. Data collection occurred over eight months, and methods included interviews, observations, and analysis of the participants’ assessments. Findings show the teachers’ assessment practices and cognitions are socially constructed, and shaped by experiential learning, and contextual factors of their schools (e.g., administrative policies, student demographics).
Alan Hirvela, Ph.D (Advisor)
Francis Troyan, Ph.D (Committee Member)
Joe Wheaton, Ph.D (Committee Member)
394 p.
Education; Foreign Language; Secondary Education
Foreign Language; Assessment; K-12; teacher cognition; sociocultural; United States

Recommended Citations

Citations

  • Kaplan, C. S. (2015). Secondary Foreign Language Teachers’ Cognitions and Practices Related to Classroom- Based Student Assessment [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1428265120

    APA Style (7th edition)

  • Kaplan, Carolyn. Secondary Foreign Language Teachers’ Cognitions and Practices Related to Classroom- Based Student Assessment. 2015. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1428265120.

    MLA Style (8th edition)

  • Kaplan, Carolyn. "Secondary Foreign Language Teachers’ Cognitions and Practices Related to Classroom- Based Student Assessment." Doctoral dissertation, Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1428265120

    Chicago Manual of Style (17th edition)

osu1428265120
4,995
© 2015, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.