A Case Study of the Effects of Teachers’ Word Choices of the Aims of Each Class on Formative Assessment of Teachers

Abstract

In this research, we focused on how the aims of each class stated in the formative assessment influenced learners. In our analysis of the students and teachers’ responses on the self-evaluation sheets and in postlesson interviews, we looked at whether the inclusion of evaluation standard words, numerical words, keywords for learning and words which shows subjects of each activity, made clear the goals of the classes made it possible for teachers and learners to share the aims of the classes together. The analyses of teachers’ class language were carried out to see if aims of each class included words of evaluation standards, and whether teachers’ formative assessment feedback could affect learners’ understanding aims of classes.