Policy and practice in L2 classroom assessment: policy implementation at a state high school in Türkiye
This study investigates how the explicit policies set for assessing English achievement in the instructional policy documents come to life at a particular program of a state high school. Junior-year students and their English-as-a-foreign-language teachers were the participants. Data were gathered t...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2025-01-01
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| Series: | Education Inquiry |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/20004508.2025.2453278 |
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| author | Pınar Yeni-Palabıyık Ayşegül Daloğlu |
| author_facet | Pınar Yeni-Palabıyık Ayşegül Daloğlu |
| author_sort | Pınar Yeni-Palabıyık |
| collection | DOAJ |
| description | This study investigates how the explicit policies set for assessing English achievement in the instructional policy documents come to life at a particular program of a state high school. Junior-year students and their English-as-a-foreign-language teachers were the participants. Data were gathered through field notes, observations, interviews, and documents. Findings suggested a discrepancy between policy and practice in assessing English achievement. Instructional policy documents created at different layers of the policy conveyed a mixture of traditional and performance-based assessment types as the leading features of the intended assessment. However, the field data demonstrated that though principles of intended assessment were achieved to a degree, features of traditional assessment dominated classroom assessment practices. Several contextual factors ranging from teacher beliefs to top-down policy implementation were found influential in the realisation of the policy. The study presents implications for instructional policymaking, language classroom assessment, and in-service training for language teachers. |
| format | Article |
| id | doaj-art-ef6b50e71a2442139d4b9674d4b94f93 |
| institution | Kabale University |
| issn | 2000-4508 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Education Inquiry |
| spelling | doaj-art-ef6b50e71a2442139d4b9674d4b94f932025-01-27T10:12:09ZengTaylor & Francis GroupEducation Inquiry2000-45082025-01-0112410.1080/20004508.2025.2453278Policy and practice in L2 classroom assessment: policy implementation at a state high school in TürkiyePınar Yeni-Palabıyık0Ayşegül Daloğlu1School of Foreign Languages, Sakarya University of Applied Sciences, Sakarya, TürkiyeDepartment of Foreign Language Education, Middle East Technical University, Ankara, TürkiyeThis study investigates how the explicit policies set for assessing English achievement in the instructional policy documents come to life at a particular program of a state high school. Junior-year students and their English-as-a-foreign-language teachers were the participants. Data were gathered through field notes, observations, interviews, and documents. Findings suggested a discrepancy between policy and practice in assessing English achievement. Instructional policy documents created at different layers of the policy conveyed a mixture of traditional and performance-based assessment types as the leading features of the intended assessment. However, the field data demonstrated that though principles of intended assessment were achieved to a degree, features of traditional assessment dominated classroom assessment practices. Several contextual factors ranging from teacher beliefs to top-down policy implementation were found influential in the realisation of the policy. The study presents implications for instructional policymaking, language classroom assessment, and in-service training for language teachers.https://www.tandfonline.com/doi/10.1080/20004508.2025.2453278Language assessment policyclassroom assessmentEnglish achievementupper secondary education |
| spellingShingle | Pınar Yeni-Palabıyık Ayşegül Daloğlu Policy and practice in L2 classroom assessment: policy implementation at a state high school in Türkiye Education Inquiry Language assessment policy classroom assessment English achievement upper secondary education |
| title | Policy and practice in L2 classroom assessment: policy implementation at a state high school in Türkiye |
| title_full | Policy and practice in L2 classroom assessment: policy implementation at a state high school in Türkiye |
| title_fullStr | Policy and practice in L2 classroom assessment: policy implementation at a state high school in Türkiye |
| title_full_unstemmed | Policy and practice in L2 classroom assessment: policy implementation at a state high school in Türkiye |
| title_short | Policy and practice in L2 classroom assessment: policy implementation at a state high school in Türkiye |
| title_sort | policy and practice in l2 classroom assessment policy implementation at a state high school in turkiye |
| topic | Language assessment policy classroom assessment English achievement upper secondary education |
| url | https://www.tandfonline.com/doi/10.1080/20004508.2025.2453278 |
| work_keys_str_mv | AT pınaryenipalabıyık policyandpracticeinl2classroomassessmentpolicyimplementationatastatehighschoolinturkiye AT ayseguldaloglu policyandpracticeinl2classroomassessmentpolicyimplementationatastatehighschoolinturkiye |