Assessment for Learning of Oral Skills in the English Subject

Abstract

This study investigates how teachers of English understand 'assessment for learning' and how they apply that knowledge in their practice with oral skills in the English subject. The Norwegian Directorate for Education and Training (2014, pp.2-3) found that the assessment practice in basic training was in need for development and aimed to manage this by increasing the competence and understanding of assessment as a tool for learning. However, little focus has been directed at the improvement of oral skills. To this end, the research questions are as follows: "How do teachers of the English subject understand assessment for learning?" and "How do teachers of the English subject apply their understanding of assessment for learning to their practice with oral skills?". A questionnaire was used to gather preliminary information about the subject before interviewing five teachers of the English subject about their understanding of AFL and how they apply AFL to oral skills in their teaching practice. Our findings indicate that the informants have a clear understanding that the purpose of AFL is learning, that they use AFL in their practice with oral skills and have a shared understanding of AFL. Further on, that they view AFL as one of many factors which influences learning and find it challenging to apply to oral skills.