Exploring Alternative Assessment Techniques in Language Classrooms

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Konstantina Iliopoulou, PhD – Laboratory Teaching Staff, Philosophy and Education, Aristotle University, Greece
Alexandra Anastasiadou, PhD – Tutor, English as a foreign/international language, Hellenic Open University, Greece
Georgia Karountzou, PhD – Tutor, Language Education for Refugees and Immigrants, Hellenic Open University, Greece
Vasilios Zorbas, EdD – Tutor, English as a foreign/international language, Hellenic Open University, Greece

Series: Languages and Linguistics
BISAC: EDU011000
DOI: https://doi.org/10.52305/HIXG3653

Student evaluation is one of the most important processes in the learning practice of schools, which constitutes a vital part of education. It is considered one of the most important issues which involves the teachers, the students and all the stakeholders who participate in the process of school performance. In this line, it requires the continuous attention and concern of all the engaged stakeholders, since it is a fundamental parameter of the learning process.

The evaluation of Modern Greek is imperative within this context. This subject aims to enrich the students’ linguistic repertoire on the one hand and promote their knowledge of the structure and function of the language on the other. It should be noted that it is not only considered a subject per se but also as a means of organizing all other school subjects and improving students’ linguistic skills in general. Therefore, it constitutes the dominant teaching tool in an educational setting as well as the main communication method of society.

The present research aims to empower students to question the quality of their evaluation in the Greek language both in school and in society, so that they will manage to demand equality in evaluation, develop critical thinking and take initiatives to defend not only themselves but also all the people who are oppressed, by seeking to create a fairer society which prioritizes meritocracy.

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Table of Contents

Introduction

Part A: Theoretical Background

Chapter 1. Research Rationale

Chapter 2. Critical Review of the Teaching Methodology and the Evaluation of the Greek Language in High Schools

Chapter 3. Critical Pedagogy

Part B: The Research

Chapter 4. Research Design and Process

Chapter 5. Conducting the Research

Chapter 6. Findings and Suggestions

Conclusion

About the Authors

Appendices

References

Index