Classroom Assessment Preferences of Japanese Language Teachers in the Philippines and English Language Teachers in Japan

Very recently, I completed a study with Dr Jonathan Aliponga of Kansai University of International Studies, Hyogo, Japan entitled Classroom Assessment Preferences of Japanese Language Teachers in the Philippines and English Language Teachers in Japan. This study has also been recently published at MEXTESOL Journal, Volume 36, Number 1, 2012.


The following is the abstract.

Classroom Assessment Preferences of Japanese Language Teachers in the Philippines and English Language Teachers in Japan

Richard DLC. Gonzales

University of Santo Tomas Graduate School, Manila, Philippines

Jonathan Aliponga

Kansai University of International Studies, Hyogo, Japan

Student assessment provides teachers with information that is important for decision-making in the classroom. Assessment information helps teachers to understand their students’ performance better as well as improve suitability and effectiveness of classroom instruction. The purpose of the study was to compare the classroom assessment preferences of Japanese language teachers in the Philippines (n=61) and English language teachers in Japan (n=55) on the purposes of assessment as measured by the Classroom Assessment Preferences Survey Questionnaire for Language Teachers (CAPSQ-LT). Results revealed that overall, language teachers from both countries most preferred assessment practices that are focused towards assessment as learning and least preferred assessment practices that refer to the communicative function of assessment (assessing to inform). Comparatively, Japanese language teachers in the Philippines preferred assessment for learning, that is, they assessed to improve learning process and effectiveness of instruction, while the English language teachers in Japan are more concerned with the assessment of learning and the communicative and administrative function of assessment. The two groups did not significantly differ in their preference for assessment of learning and assessment as learning.


 The complete copy of this study can be access at http://www.mextesol.net/journal/index.php?page=journal&id_issue=0#898322425295588184e8c4b98cd2a02c