Formative assessment in EFL writing in schools in Croatia

master's thesis

• Title (croatian): Formativno procjenjivanje pisanja na engleskom kao stranom jeziku u školama u Hrvatskoj
• Author: Maja Cmrečnjak
• Mentor: Bojan Prosenjak (mentor)
• Committee member: Renata Geld (predsjednik povjerenstva)
• Committee member: Stela Letica Krevelj (član povjerenstva)
• Granter: University of Zagreb; Faculty of Humanities and Social Sciences; (Department of English language and literature); Zagreb
• Defense date and country: 2025-03-03, Croatia
• Scientific / art field, discipline and subdiscipline: HUMANISTIC SCIENCES; Philology; Anglistics

Abstract

Even though summative assessment is still relatively widespread in the Croatian education system, formative assessment has gained popularity in recent years. In formative assessment, the teacher’s task is to provide students with information that will enable them to answer the three key questions crucial for optimal learning – Where am I going? Where am I now? How do I get there? The most important thing is that students are active participants in all aspects of the instruction process and that... More they are able to think about their own learning and make judgments about their own work and the work of others. As such, formative assessment is an important part of the EFL curriculum in Croatia as the main goal of EFL in schools is to enable students to communicate independently in the target language. Learning how to express yourself in writing is a vital part of this goal. Therefore, this study investigated how both teachers and students in schools in Croatia view and use formative assessment for developing EFL writing skills. The results of the qualitative and quantitative research showed that both teachers and students see value in formative assessment of EFL writing and appreciate formative assessment strategies that are more consistent with assessment for learning rather than assessment as learning. However, there is still some work to do in terms of including students in the process of assessment of written work and transforming them from passive to active participants. According to the participating teachers, the biggest challenges in doing so are an overly extensive syllabus, lack of time, and a supposed lack of students’ motivation and interest. Less

Abstract (croatian)

Iako sumativno procjenjivanje još uvijek prevladava u hrvatskom obrazovnom sustavu, formativno procjenjivanje postaje sve popularnije u posljednjih nekoliko godina. U formativnom procjenjivanju nastavnikov je zadatak pružiti učenicima informacije koje će im dati odgovor na tri pitanja koja su ključna za optimalno učenje - Kamo idem? Gdje se trenutno nalazim? Na koji način mogu doći tamo? Najvažnije je da su učenici aktivni sudionici u svim aspektima nastavnog procesa te da su sposobni... More promišljati o vlastitom učenju i procjenjivati svoj rad i rad drugih. Kao takvo, formativno procjenjivanje važan je dio i hrvatskog kurikuluma engleskog kao stranog jezika jer se u njemu kao glavni cilj navodi omogućavanje učenicima da samostalno komuniciraju na ciljnom jeziku. Naučiti kako se pisano izražavati važan je dio ovog cilja. Stoga se ovo istraživanje bavilo time kako nastavnici i učenici u hrvatskim školama percipiraju i koriste formativno procjenjivanje za razvoj vještine pisanja na engleskom jeziku. Rezultati kvalitativnog i kvantitativnog istraživanja pokazali su da nastavnici i učenici smatraju formativno procjenjivanje pisanja na engleskom jeziku korisnim te da cijene i koriste strategije formativnog procjenjivanja koje su više u skladu s vrednovanjem za učenje nego vrednovanjem kao učenjem. Ipak, istraživanje je pokazalo da učenici još uvijek nisu dovoljno uključeni u proces procjenjivanja pisanih radova te da su još uvijek više pasivni nego aktivni sudionici nastavnog procesa. Prema riječima nastavnika, u ostvarivanju punog potencijala formativnog procjenjivanja u procjenjivanju pisanih radova sprječava ih prenatrpan plan i program, nedostatak vremena, te navodni nedostatak motivacije i interesa kod učenika. Less

• Keywords: formative assessment; assessment for learning; assessment as learning; formative assessment strategies; EFL writing
• Keywords (croatian): formativno procjenjivanje; vrednovanje za učenje; vrednovanje kao učenje; strategije formativnog procjenjivanja; pisanje na engleskom kao stranom jeziku
• Language: english
• URN:NBN: urn:nbn:hr:131:167971
• Study programme: Title: English Language and Literature (double major); specializations in: Linguistics, Literature and Culture, Translation, TEFL; Course: TEFL; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra edukacije engleskog jezika i književnosti (magistar/magistra edukacije engleskog jezika i književnosti)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Access restricted to students and staff of home institution
• Created on: 2025-03-06 14:51:56