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

Roles of Testing

In today's system, testing has become a critical policy in any environment. Schools administer various kinds of tests to students, industries or companies give tests to applicants, organizations tests their members for various reasons. Regardless of whatever the purpose of testing, the main objective of testing is to differentiate and classify individuals to specific roles and functions.

Student Assessment and Examinations in Samoa

Starting April 14, 2009, I am posted as National Assessment and Examination Framework Specialist for the Samoa Education Sector Project II (ESPII). I will be serving as Consultant for this ADB-funded project for a total of 12 man-months.

This is my first assignment in the Pacific Region and it is really challenging! I am sharing you how Educational Assessment is practiced here in Samoa and in other Pacific Island countries.

Samoa, formerly known as Western Samoa, became the first South Pacific country to be gain political independence in 1962.  It is located on the western part of the Samoan archipelago while American Samoa is one the eastern part.

In ESPII, one of my major outputs is to help the Ministry of Education, Sports and Culture (MESC)  to prepare its National Assessment Policy Framework. This policy is in line with the modernization of Samoa's primary curriculum and assessment.

At present, Samoa's education system is loaded with national examinations.  The following are existing examinations in the system:

• Samoa Primary Education Literacy Levels (SPELL) Test for Year 4
  
• SPELL Test for Year 6
  
• Year 8 National Examinations
• Samoan School Certificate Examinations for Year 12
• Pacific Senior Secondary Level Exams for Year 13 (administered by the South Pacific Board of Education Assessment based in Fiji)

All the national examinations are administered by the Assessment Unit of the Curriculum, Materials and Assessment Division of the Ministry of Education, Sports and Culture.

Purposes of the National Examinations in Samoa

1. Samoa Primary Education Literacy Levels Examinations (for Year 4 and 6)

• To monitor the literacy level in the primary levels focusing on English, Gagana Samoa and Numeracy.

2. Year 8 National Examinations

• For certification at the end of the primary level, and for ranking purpose to do selection to government senior schools (Avele College, Samoa College and Vaipouli College)

3.  Samoa School Certificate (for Year 12)

• For certification and selection to Year 13 level

4.  Pacific Senior Secondary Certificate Exams (for Year 13)

• For certification and selection to university and other tertiary institutions. This test is administered by South Pacific Board of Education Assessment based in Fiji.