Catalogue des Mémoires de master

Titre : |
Exploring Teachers’ and Students’ Perception of Classroom Assessment : The Case of Third Year English Students at Constantine 1 |
Type de document : |
texte imprimé |
Auteurs : |
Manel Boulekroun, Auteur ; Amel Alouache, Directeur de thèse |
Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
Année de publication : |
2018 |
Importance : |
76 f. |
Format : |
30 cm. |
Note générale : |
UNE COPIE ELECTRONIQUE PDF DISPONIBLE AU BUC |
Langues : |
Français (fre) |
Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
Tags : |
classroom assessment,formative,sumnative |
Index. décimale : |
420 Langue anglaise |
Résumé : |
The present study is conducted to investigate teachers and students’ perceptions of
classroom assessment. The latter is a bone of contention among teachers and students at
the department of English, Mentouri University of Constantine. Being an exploratory
study in nature, this study aspires to fill in this noticeable literature gap by exploring
teachers and students’ perceptions of classroom assessment. In the pursuit of this endeavor,
two questionnaires are administered to 30 teachers and 94 students respectively. The
findings have shown that: 1) The problem of classroom assessment lies in the classroom
practices because teachers are aware of the classroom assessment principles, and 2)
students are unsatisfied about classroom assessment and they perceive it mainly in terms of
grades not in terms of measuring their progress level. In the light of the findings, the study
recommends urging students to change the way they approach classroom assessment and
teachers should agree on a set of classroom techniques to assess their students along with
providing constant feedback as well. |
Diplome : |
Master 2 |
Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=9498 |
Exploring Teachers’ and Students’ Perception of Classroom Assessment : The Case of Third Year English Students at Constantine 1 [texte imprimé] / Manel Boulekroun, Auteur ; Amel Alouache, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2018 . - 76 f. ; 30 cm. UNE COPIE ELECTRONIQUE PDF DISPONIBLE AU BUC Langues : Français ( fre)
Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
Tags : |
classroom assessment,formative,sumnative |
Index. décimale : |
420 Langue anglaise |
Résumé : |
The present study is conducted to investigate teachers and students’ perceptions of
classroom assessment. The latter is a bone of contention among teachers and students at
the department of English, Mentouri University of Constantine. Being an exploratory
study in nature, this study aspires to fill in this noticeable literature gap by exploring
teachers and students’ perceptions of classroom assessment. In the pursuit of this endeavor,
two questionnaires are administered to 30 teachers and 94 students respectively. The
findings have shown that: 1) The problem of classroom assessment lies in the classroom
practices because teachers are aware of the classroom assessment principles, and 2)
students are unsatisfied about classroom assessment and they perceive it mainly in terms of
grades not in terms of measuring their progress level. In the light of the findings, the study
recommends urging students to change the way they approach classroom assessment and
teachers should agree on a set of classroom techniques to assess their students along with
providing constant feedback as well. |
Diplome : |
Master 2 |
Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=9498 |
|
Réservation
Réserver ce document
Exemplaires (1)
|
MSENG180038 | MSENG180038 | Document électronique | Bibliothèque principale | Mémoires | Disponible |
Documents numériques
texte intégreAdobe Acrobat PDF | | |