firstname.lastname@example.org, Dokuz Eylül University
In teacher training process, learners have crucial importance for prospective teachers. The feedback future teachers take from their students gives shape to their identities as teachers. The aim of this study is to understand which kind of classroom assessment techniques pre-service English teachers are choosing and their reflections throughout teaching experience. In the scope of third year lesson, Special Teaching Methods of English Language Teaching Department of a State University, 60 prospective teachers tutored at least a learner for a month. Each practiced teaching one hour a week. While for the first two weeks they applied a different Classroom Assessment Technique (CAT); in the rest two weeks they either video or audio recorded their lessons. Throughout the process they wrote lesson reports in which they expressed their feelings and comments related to their teaching, their student and their lesson in general. In the end of this teaching process, their reports, the CATs they devised were analyzed. The detailed analysis of the findings will be presented in the paper and the role of classroom assessment techniques on their professional development will be discussed.
Classroom assessment techniques, English Language Teaching, self-assessment, teacher training