The AnswersHow Do Teachers Observe and Evaluate Elementary School Students’ ForeignLanguage Performance? A Case Study from South KoreaWhat is the research question? This study finds out how teachers observe and assess basic or elementary learners of foreign Language in terms of classroom performance. The study also looks into the variance of these assessments amidst teachers in order to find out any match and mismatch among teachers at the same school level and across different school levels (Butler Yuko Goto, 2009). 2. Where was the survey/ interview conducted? The study was carried out in central South Korea in their in service training stations (Butler Yuko Goto, 2009). 3.
What was the population surveyed? What sampling procedures were used? The subjects were 26 elementary school teachers and 23 secondary schools English teachers. They were then told to assess the students’ performance as though it was ones classroom. The sampling procedure was on participants` volunteer basis (Butler Yuko Goto, 2009) and (McKay S. 2008). 4. How were the data collected? Data was collected through note taking of what teachers saw in the video scripts of learners engaged in a jigsaw activity and an open ended shopping play.
There were also small group discussions that transcribed what the teachers had noted in their ‘classrooms’ (Butler Yuko Goto, 2009). 5. Were the questions used in the survey or interview well-designed in terms of the standards discussed in the chapter? The questions were in order since they accessed on the wellness of the teacher to assess on the development of a learner in acquisition of a foreign language. The questions were all rounded in tackling holistic language development (Butler Yuko Goto, 2009). 6. How were the data analyzed?
If open-ended questions were used, does the researcher describe how they were analyzed and coded? There was use of scale rating to guide on the observations that the subjects made. There was use of ANOVA, F test to compare elementary and secondary school teachers (Butler Yuko Goto, 2009) and (McKay S. 2008). 7. How were the data presented? If the study includes numerical data, how were they reported, is the standard deviation reported? The method used fits the research design chosen since it is a qualitative one. There is corporation of both qualitative and quantitative aspects in the analysis of data to make it more holistic.
Mean Deviation was used in terms of numerical data (Butler Yuko Goto, 2009) and (McKay S. 2008). 8. What conclusions were drawn? Are they justified in light of the data presented? It was found out that teachers interpret foreign language development among their learners differently. This is true as presented in the qualitative data whereby some misunderstood speaking loudly or fluently as speaking accurately (Butler Yuko Goto, 2009) and (McKay S. 2008). 9. What are the pedagogical implications of the study?
Are they warranted in light of the finding of the study? The paper gives a pedagogical implication that teachers should be allocated time and opportunities to mingle with other teachers so as to harmonise their teaching. This is because they have widespread perspectives that may deter smooth transition of learners from elementary level to more advanced ones (Butler Yuko Goto, 2009).