A Comparative Study of Classroom Assessment Practices of Tertiary English and Japanese Teachers in Japan and in the Philippines

Abstract

Teachers view student assess as a central teaching function in their classroom. They devote a large part of their preparation time to creating instruments and observations procedures, marking, recording, and synthesizing results in formal and informal reports in the school system and other stakeholders. Anderson (1990) ,Wilson (1990) and Gonzales and Jayasena (2009) opined that every model of teaching and learning process requires that teachers base their decisions for instruction, learning activity and assessment including grading and reporting on some knowledge of students progress towards desired learning outcomes. The main objective of this study is to conduct a comprehensive investigation of the assessment knowledge and practices used by Filipino teachers of Japanese language in the Philippines and Japanese and/or Foreign teachers of English language in Japan. The proposed research will explore a continuum of Second and Foreign Language Learning contexts represented by Filipino teachers teaching Japanese in the Philippines and Japanese/Foreigners teachers teaching English in Japan. The findings of this study will provide direction for current teacher education and teacher life-long professional development. In addition, the feedback and implications for policy-making will be provided to the certifications organizations such as Japan Foundation in Japan for planning and evaluation, as well as to government and higher educational institutions of the two countries.