Date of Award
5-2015
Degree Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Educational Leadership
First Advisor
Kashama Mulamba
Second Advisor
Charles Perabeau
Third Advisor
Jeffrey S. Williamson
Scholarship Domain(s)
Scholarship of Discovery, Scholarship of Teaching and Learning
Abstract
The paradigm shift in education with the implementation of the Common Core State Standards has created the opportunity for foreign language educators to evaluate appropriate and beneficial assessments for their students. This study investigated how first-year students in a Midwestern high school perceived three different alternative assessments in the foreign language classroom: Dynamic Assessment, Task-based Assessment, and Formative Assessment using self- and peer-evaluation. The researcher correlated the perceptions to the students’ assessment scores. Additionally, the researcher compared final exam scores of the control group to those of the experimental group. The results indicated that the experimental group students favorably perceived the alternative assessments types, chose Formative Assessment as their most preferred and Task-based Assessment as the least desired, and scored as well as the control group students on the final exam.
Recommended Citation
Bachelor, Robin Barnard, "Alternative Assessments and Student Perceptions in the Foreign Language Classroom" (2015). Ed.D. Dissertations. 74.
https://digitalcommons.olivet.edu/edd_diss/74
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Secondary Education and Teaching Commons
Comments
Ed.D. dissertation completed in 2015 for Olivet Nazarene University.