Abstract:

Evaluation of teaching and learning is a complex process. Although any processes are judged in an evaluative way, making judgements about teaching and learning processes involves various sets of evaluation criteria. Evaluation in education encompasses a variety of aspects such as evaluation of methodology, evaluation of a foreign language teaching programme, evaluation of materials, teacher evaluation, evaluating learner outcomes (both product and process), syllabus evaluation, etc.

During their practice in primary and secondary schools, student teachers in their English Major programme are obliged to observe a number of classes and then they start teaching, being observed and evaluated by their supervisors. Their lesson plans and conducting lessons are the most important aspects of their portfolio. These documents are supplemented by their self-reflection sheets filled in after each lesson.

In the 2022-2023 academic year the students were given the self-assessment sheets based on the descriptors from CEFR levels, in which they were expected to indicate their language proficiency, providing exact evidence. The second document was a questionnaire which contained four areas to be focused on: their strengths and weaknesses as students of English and their strengths and weaknesses in the role of student teachers being engaged in teaching English.

Our study will present data taken from the questionnaires, analysed in line with the CEFR levels and evaluation criteria selected for this study. This quantitative and qualitative research will be supplemented by students’ comments to get more evidence to validate their claims.

Keywords:

Reference levels, SWOT analysis, strengths, weaknesses.