Teacher perceptions of factors influencing the quality of assessment on English communication courses in Japanese universities
AbstractThis study measured the perceptions of English language teachers at Japanese universities. It combined the results of online questionnaires on assessment practices and another one on teacher autonomy. Results showed that according to teachers' self-reports of assessment practices, certain measures of assessment quality are being affected by the high levels of teacher autonomy present in the Japanese university system. The results imply that increased top-down coordination may increase the quality of assessment according to the measures outlined in the study.
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