This study investigated adult Syrian refugee students’ perceptions of assessment and its impact on learning English in a Further Education college (FE) in West Yorkshire, the UK. This study used the term "perception" to describe the students' reactions to the assessment practices in the English for Speakers of Other Languages (ESOL) context. Depending on how each student describes their knowledge about perceived assessment practices, the perception could be either negative or positive, potentially impacting their learning activities. This thesis critically analysed students’ perceptions of assessment practices in ESOL classrooms, and examined the impact of assessment on students' English language learning strategies, as well as the challenges they might encounter when learning English in an ESOL context. An interpretive qualitative case study was conducted in an FE college to achieve this aim. The study involved sixteen purposefully chosen ESOL students and an Entry 2 teacher. The data was collected through semi-structured interviews with students; classroom observation; semi-structured interviews with the observed teacher and six students in the same classroom; focus groups with Entry 2 students; and document analysis. The study adopted Weir's socio-cognitive framework for test validity as the theoretical framework for its ability to conceptualise adequate evidence on how the ESOL exam constructs are interpreted. The findings showed that both types of assessment, formative and summative, had affected ESOL students’ perceptions of assessment, which influenced how they carried out these practices. They also indicated that many factors affected students’ perceptions of assessment. These factors included the variation between the previous educational experience in the Syrian context and the present experience in the ESOL context; the lack of alignment between ESOL assessment objectives and students' objectives; and the diversity of students' educational and social backgrounds. The participants’ perceptions of assessment varied based on their previous experiences and their aim to learn English. Some of the students prioritised summative assessments, other participants believed that summative assessment practices did not assess their actual knowledge and language abilities; therefore, they called for a change in the evaluation policy to be consistent with their circumstances. The results further indicated that test preparation practices before the exam had a significant impact on students' learning practices at entry levels. Accordingly, students used different learning strategies to pass the exam, they depended on memorising and establishing test-taking techniques. This study's evidence demonstrated the impact of assessment experiences on the perceptions of ESOL adult Syrian students, leading to significant changes in their motivation and learning practices. This finding has significant implications for the development of assessment policy in further education colleges to meet adult students’ objectives.
| Date of Award | 16 Dec 2024 |
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| Original language | English |
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| Supervisor | Susan Sheehan (Main Supervisor) & Helen Jones (Co-Supervisor) |
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