Students' assent to summative evaluation: Junior high school teachers' approach to instruction and assessment

The present study investigated the effect of junior high school English teachers' approach to instruction and assessment on 8(th) graders' assent to summative evaluation, using two-level structural equation modeling. We first determined whether 2 kinds of approach by the teachers, "explanation of the instruction and assessment," and "integrating the instruction and assessment," were understood by the students. We then examined whether the students who had understood the teachers' approaches assented to summative evaluation. The results showed that both kinds of approach were understood properly by the students, and that the students who had understood the teachers' explanations of the instruction and assessment assented to surnmative evaluation. Finally, how teachers should address instruction and assessment was discussed.