Educational Alternatives, Volume 13, 2015

Abstract: The paper outlines a study related to the impact of regular teachers’ judgements of students’ performances, which resulted in a certain shift from the previous approach of teachers to judging their students’ performances (2008) to the current ones (2013, 2014). While in 2008, teachers overestimated learners’ performances, taking into account their experience from classroom testing rather than high-stakes testing, in recent years they formed their opinions more carefully. While classroom testing is based on an immediate reflection of material gone over in class, high-stakes testing measures the ability to use English in real life. The paper is based on the official statistical data and compared with the data achieved from the trained teachers.