ESL student perspectives on university classroom testing practices
| dc.contributor.author | Teemant, Annela | |
| dc.date.accessioned | 2023-03-07T22:39:26Z | |
| dc.date.available | 2023-03-07T22:39:26Z | |
| dc.date.issued | 2010-11 | |
| dc.description.abstract | ESL students struggle to represent accurately on tests what they know. Understanding what constitutes equitable testing practices in university settings for ESL students poses a significant challenge to educators. This study reports on the content analysis of semi-structured interview data obtained from 13 university-level ESL students on their opinions, concerns, strategies, and preferences in testing. ESL students provide evidence that language proficiency, test anxiety, and preferences for particular test formats, such as multiple-choice over essay questions, affect their ability to demonstrate content knowledge. Students describe context, culture, and seven language-related problems in testing, and show awareness of various test-taking strategies. The results suggest practical implications for making testing outcomes more equitable for ESL students. | en_US |
| dc.identifier.citation | Teemant, A. (2010). ESL Student Perspectives on University Classroom Testing Practices. Journal of the Scholarship of Teaching and Learning, 10(3), 89–105. | en_US |
| dc.identifier.uri | https://hdl.handle.net/1805/31704 | |
| dc.language.iso | en_US | en_US |
| dc.publisher | Indiana University's Faculty Academy on Excellence in Teaching (FACET) | en_US |
| dc.subject | English as a second language | en_US |
| dc.subject | Testing | en_US |
| dc.subject | Higher education reform | en_US |
| dc.subject | International students | en_US |
| dc.subject | Learner preferences | en_US |
| dc.title | ESL student perspectives on university classroom testing practices | en_US |
| dc.type | Article | en_US |