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A NEW METHOD FOR TESTING THE ROLE OF LINGUISTIC DISCRIMINATION IN PEDAGOGICAL EVALUATION

I. Jank

Abstract

Many factors distort teachersВ’ assessment and evaluation of students in the process of education. These distorting factors include the phenomenon where teachers stigmatize the varieties students bring from home, and according to my hypothesis during educational assessment studentsВ’ performance is judged against this variety even in cases where factual knowledge is to be measured. Therefore, in my research I examine the extent to which studentsВ’ vernaculars influence the validity of the evaluation and teachersВ’ attitudes in situations when teachers intend to measure the studentsВ’ factual knowledge in oral production. However, traditional research methods are inadequate for this measure, consequently a partially new approach is required. The method requires teachers to evaluate, based on various factors, the oral test versions of six short teaching material parts. The questions may be divided into two main groups: those related to the actual test performance and to studentsВ’ personalities. The answers vary along three dimensions: (1) standardization (standard or non-standard); (2) code (restricted or elaborated); and (3) information content (100% or 60%). In this paper, I introduce this method and the methodological consequences of the pilot study that uses this method.

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DOI resolver: doi.org/10.5593/SGEMSOCIAL2017/HB31/S10.002

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