Assessing English poetry: a curriculum-centric examination of assessment beliefs and practices of lecturers
This research investigates the complex interplay between curriculum and assessment in tertiary-level poetry education within English language instruction, recognizing poetry’s role in enhancing proficiency and cultural awareness. Employing a curriculum-centric approach, the study interviews 16 unive...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Scientific Research Publishing
2024
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| Online Access: | http://psasir.upm.edu.my/id/eprint/116552/ http://psasir.upm.edu.my/id/eprint/116552/1/116552.pdf |
| _version_ | 1848867033521848320 |
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| author | Chen, Shubin Nimehchisalem, Vahid Abdullah, Ain Nadzimah |
| author_facet | Chen, Shubin Nimehchisalem, Vahid Abdullah, Ain Nadzimah |
| author_sort | Chen, Shubin |
| building | UPM Institutional Repository |
| collection | Online Access |
| description | This research investigates the complex interplay between curriculum and assessment in tertiary-level poetry education within English language instruction, recognizing poetry’s role in enhancing proficiency and cultural awareness. Employing a curriculum-centric approach, the study interviews 16 university English poetry lecturers through qualitative research to glean diverse perspectives. Rigorous validation methods, including peer debriefing and member checking, ensure robust findings. We employed thematic analysis, using NVivo 12 Plus, and followed Tyler’s Objective Model, to explore the impact of curriculum elements on assessment beliefs and practices. The study uncovers challenges faced by lecturers, strategies employed, and the influence of curricular structures on assessment approaches. Findings reveal a balance between curriculum requirements and fostering creativity in assessment, offering a comprehensive understanding of the intricate relationship between curriculum components and assessment beliefs and practices. Across five core components—teaching objectives, instructional methods, content and subject matter, assessment framework, and measurement—the study highlights key insights. Challenges arise from ambitious objectives or resource constraints, emphasizing realistic goal-setting. The research concludes that maintaining a balance for autonomy and adaptive strategies is crucial for effective poetry education practices. Continuous improvement, guided by feedback and professional development, is essential. These insights contribute to understanding for educators, curriculum developers, and policymakers, with implications for informing curriculum development, policy, and recommendations for professional development and curriculum reform efforts. This paper addresses a significant gap in understanding the impact of curriculum on poetry assessment beliefs and practices, contributing valuable insights to the broader discourse on language education and assessment. |
| first_indexed | 2025-11-15T14:30:04Z |
| format | Article |
| id | upm-116552 |
| institution | Universiti Putra Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T14:30:04Z |
| publishDate | 2024 |
| publisher | Scientific Research Publishing |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | upm-1165522025-04-10T09:42:55Z http://psasir.upm.edu.my/id/eprint/116552/ Assessing English poetry: a curriculum-centric examination of assessment beliefs and practices of lecturers Chen, Shubin Nimehchisalem, Vahid Abdullah, Ain Nadzimah This research investigates the complex interplay between curriculum and assessment in tertiary-level poetry education within English language instruction, recognizing poetry’s role in enhancing proficiency and cultural awareness. Employing a curriculum-centric approach, the study interviews 16 university English poetry lecturers through qualitative research to glean diverse perspectives. Rigorous validation methods, including peer debriefing and member checking, ensure robust findings. We employed thematic analysis, using NVivo 12 Plus, and followed Tyler’s Objective Model, to explore the impact of curriculum elements on assessment beliefs and practices. The study uncovers challenges faced by lecturers, strategies employed, and the influence of curricular structures on assessment approaches. Findings reveal a balance between curriculum requirements and fostering creativity in assessment, offering a comprehensive understanding of the intricate relationship between curriculum components and assessment beliefs and practices. Across five core components—teaching objectives, instructional methods, content and subject matter, assessment framework, and measurement—the study highlights key insights. Challenges arise from ambitious objectives or resource constraints, emphasizing realistic goal-setting. The research concludes that maintaining a balance for autonomy and adaptive strategies is crucial for effective poetry education practices. Continuous improvement, guided by feedback and professional development, is essential. These insights contribute to understanding for educators, curriculum developers, and policymakers, with implications for informing curriculum development, policy, and recommendations for professional development and curriculum reform efforts. This paper addresses a significant gap in understanding the impact of curriculum on poetry assessment beliefs and practices, contributing valuable insights to the broader discourse on language education and assessment. Scientific Research Publishing 2024-01-31 Article PeerReviewed text en cc_by_4 http://psasir.upm.edu.my/id/eprint/116552/1/116552.pdf Chen, Shubin and Nimehchisalem, Vahid and Abdullah, Ain Nadzimah (2024) Assessing English poetry: a curriculum-centric examination of assessment beliefs and practices of lecturers. Open Journal of Modern Linguistics, 14 (1). pp. 39-63. ISSN 2164-2818; eISSN: 2164-2834 https://www.scirp.org/journal/paperinformation?paperid=131016 10.4236/ojml.2024.141003 |
| spellingShingle | Chen, Shubin Nimehchisalem, Vahid Abdullah, Ain Nadzimah Assessing English poetry: a curriculum-centric examination of assessment beliefs and practices of lecturers |
| title | Assessing English poetry: a curriculum-centric examination of assessment beliefs and practices of lecturers |
| title_full | Assessing English poetry: a curriculum-centric examination of assessment beliefs and practices of lecturers |
| title_fullStr | Assessing English poetry: a curriculum-centric examination of assessment beliefs and practices of lecturers |
| title_full_unstemmed | Assessing English poetry: a curriculum-centric examination of assessment beliefs and practices of lecturers |
| title_short | Assessing English poetry: a curriculum-centric examination of assessment beliefs and practices of lecturers |
| title_sort | assessing english poetry: a curriculum-centric examination of assessment beliefs and practices of lecturers |
| url | http://psasir.upm.edu.my/id/eprint/116552/ http://psasir.upm.edu.my/id/eprint/116552/ http://psasir.upm.edu.my/id/eprint/116552/ http://psasir.upm.edu.my/id/eprint/116552/1/116552.pdf |