USING CLASSROOM ASSESSMENT TECHNIQUES(CATS) AND DIARY KEEPING IN TEACHER TRAINING
Keywords:self-assessment, diary keeping, teacher training
This study describes the use of classroom assessment techniques and diaries as a reflection technique in the 3rd class students of English Language Teaching Department in Buca Faculty of Education. The outcome of this study suggests that the inclusion of learners in the learning-teaching process through the use of CATs(classroom asssessment techniques) provides teachers-in-preparation with access to important information about the learning process,their own teaching styles,teaching materials and activities they use and the importance of affective factors in teaching a foreign language.There were 33 3rd class students,each tutoring a learner they themselves chose.During the five-week period ,each practiced teaching one hour a week and each week they applied a different CAT to their learners to get feedback on their own teaching and learners’ learning.Totally 11 different CATs were used and learners’ ages were beetween 10 to 41.After each lesson and after getting CAT results they kept diaries as a self-reflection and evaluated themselves, their teaching and their drawbacks during the lessons.All of their reflections were collected under18 main headings.After their reports on CAT results and their diary entries were collected ,they informed that they found their learners’ CAT results very valuable to develop their way of teaching, and keeping diaries was invaluable for them to have a cool and objective look at their own teaching practice. It was hoped that trainee teachers would apply the information they get from CATs and their diaries to their lesson planning to reflect on their teaching and students’ learning and to make necessary changes in their teaching styles and in this way to develop their teaching to bring about more effective student learning.
How to Cite
Authors declare with this manuscript intended for publication to ERIES Journal that:
- all co-authors agree with the publication of the manuscript even after amendments arising from peer review;
- all co-authors agree with the posting of the full text of this work on the web page of ERIES Journal and to the inclusion of references in databases accessible on the internet;
- no results of other researchers were used in the submitted manuscript without their consent, proper citation, or acknowledgement of their cooperation or material provided;
- the results (or any part of them) used in the manuscript have not been sent for publication to any other journal nor have they already been published (or if so, that the relevant works are cited in this manuscript);
- submission of the manuscript for publication was completed in accordance with the publishing regulations pertaining to place of work;
- experiments performed comply with current laws and written consent of the Scientific Ethics Committee / National Animal Care Authority (as is mentioned in the manuscript submitted);
- grant holders confirm that they have been informed of the submitted manuscript and they agree to its publication.
Authors retain copyright and grant ERIES Journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the published work with an acknowledgement of its initial publication in ERIES Journal. Moreover, authors are able to post the published work in an institutional repository with an acknowledgement of its initial publication in ERIES Journal. In addition, authors are permitted and encouraged to post the published work online (e.g. institutional repositories or on their website) as it can lead to productive exchanges, as well as earlier and greater citation of published work.