Exploring Alternative Assessment Techniques in Language Classrooms

✍ Scribed by Konstantina Iliopoulou, Alexandra Anastasiadou, Georgia Karountzou, Vasilios Zorbas

• Publisher: Nova Science Pub Inc
• Year: 2022
• Tongue: English
• Leaves: 144
• Category: Library

✦ Synopsis

"Student evaluation is one of the most important processes in the learning practice of schools, which constitutes a vital part of education. It is considered one of the most important issues which involves the teachers, the students and all the stakeholders who participate in the process of school performance. In this line, it requires the continuous attention and concern of all the engaged stakeholders, since it is a fundamental parameter of the learning process. The evaluation of Modern Greek is imperative within this context. This subject aims to enrich the students' linguistic repertoire on the one hand and promote their knowledge of the structure and function of the language on the other. It should be noted that it is not only considered a subject per se but also as a means of organizing all other school subjects and improving students' linguistic skills in general. Therefore, it constitutes the dominant teaching tool in an educational setting as well as the main communication method of society. Thepresent research aims to empower students to question the quality of their evaluation in the Greek language both in school and in society, so that they will manage to demand equality in evaluation, develop critical thinking and take initiatives to defendnot only themselves but also all the people who are oppressed, by seeking to create a fairer society which prioritizes meritocracy"--

✦ Table of Contents

Contents
Introduction
Part A: Theoretical Background
Chapter 1
Research Rationale
1.1. Student Evaluation
1.2. Authentic Evaluation
1.2.1. Criticism of Authentic Evaluation
1.2.2. Authentic Evaluation Techniques
1.2.2.1. Descriptive Analysis
1.2.2.2. Peer Assessment
1.2.2.3 Self-Assessment
Chapter 2
Critical Review of the Teachinig Methodology and the Evaluation of the Greek Language in High Schools
Chapter 3
Critical Pedagogy
3.1. Action Research
3.1.1. The Components of Action Research
3.1.2. Implementation of Action Research: Required Preconditions
3.1.3. Emancipatory Action Research
3.1.4 Benefits of Action Research
3.1.5. Limitations of Action Research for the Practitioner in the Greek Educational System
Part B: The Research
Chapter 4
Research Design and Process
4.1. Aim and Scope of the Research
4.2. The Research Questions
4.3. Research Methodology
4.4. Design and Procedure of the Research
4.4.1. The Planning of the Research Course
4.5. The Participants
4.5.1. The Students
4.5.2. The Researchers
4.5.3. The Facilitator
4.5.4. The Critical Friend
4.5.5. Those Involved in the Research
Chapter 5
Conducting the Research
5.1. The Impetus
5.2. Conducting the Research
5.2.1. Cycle A
5.2.2. Cycle B
5.2.3. Cycle C
5.2.4. Action Assessment
Chapter 6
Findings and Suggestions
Conclusion
Appendices
Appendix 1. Descriptive Evaluation Rubric
Appendix 2. Peer Evaluation Rubric for Oral Presentations
Appendix 3. Criteria for Peer Evaluation of Essays
References
Internet Sources
About the Authors
Index
Index
Index
Index
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