Exploring Writing Assessment Literacy and Classroom Practices of Thai University Instructors
2
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
This study aims to explore Thai university writing instructors’ knowledge of writing assessment and their perceptions of different assessment practices. Having a good understanding of assessment principles is important because it helps teachers choose and develop appropriate assessment tools to measure students’ abilities. Two major research questions are how much Thai university instructors know about writing assessment and whether they received any formal training in writing assessment before they started teaching. Fifty-two participants from ten large universities in Thailand participated in an online survey, and 21 of them participated in in-depth interviews. Findings from the survey show that the majority of participants reported having received some formal training in writing assessment, but 30% reported no formal training. More than half of them expressed frustration when having to develop assessment tasks to assess their students’ achievements. Moreover, answers given in the online survey did not correspond with neither actual classroom practices nor background knowledge of assessment. It is hoped that the results of this study will motivate Thai university instructors to reflect on their assessment practices because, ultimately, the aim of this research is to provide suggestions that may help TESOL programs better prepare their graduate students for future teaching responsibilities.
Abstract
This study aims to explore Thai university writing instructors’ knowledge of writing assessment and their perceptions of different assessment practices. Having a good understanding of assessment principles is important because it helps teachers choose and develop appropriate assessment tools to measure students’ abilities. Two major research questions are how much Thai university instructors know about writing assessment and whether they received any formal training in writing assessment before they started teaching. Fifty-two participants from ten large universities in Thailand participated in an online survey, and 21 of them participated in in-depth interviews. Findings from the survey show that the majority of participants reported having received some formal training in writing assessment, but 30% reported no formal training. More than half of them expressed frustration when having to develop assessment tasks to assess their students’ achievements. Moreover, answers given in the online survey did not correspond with neither actual classroom practices nor background knowledge of assessment. It is hoped that the results of this study will motivate Thai university instructors to reflect on their assessment practices because, ultimately, the aim of this research is to provide suggestions that may help TESOL programs better prepare their graduate students for future teaching responsibilities.
참고문헌 (22)
- "The standards for competence in the educational assessment of students" (1990)[URL]
- Assessment literacy, "Boyles, P.", National Assessment Summit, 11~15 (2005)
- Brookhart, S. M., "Educational assessment knowledge and skills for teachers", Educational Measurement : Issues and Practice, 30(1), pp.3~12 (2011)
- Chen, K. T., "Preferred professional competences and characteristics of kindergarten NNESTs in Taiwan", The Journal of Asia TEFL, 7(4), pp.53~78 (2010)
- Choi, Y. H., "A model of English teacher development in Asia based on surveys on teacher qualifications and education programs", The Journal of Asia TEFL, 4(4), pp.1~271 (2007)
- Crusan, D., "Writing assessment literacy : Surveying second language teachers’ knowledge, beliefs, and practices", Assessing Writing, 28, pp.43~56 (2016)
- De Jong, E. J., "Preparing mainstream teachers for English language learners: Is being a good teacher good enough?", Teacher Education Quarterly, 32(2), pp.101~124 (2005)
- Green, A., "Exploring language assessment and testing : Language in action" (2013), Routledge
- Inbar Lourie, O., "Constructing a language assessment knowledge base : A focus on language assessment courses", Language Testing, 25(3), pp.385~402 (2008)
- Mertler, C. A., "Teachers’ assessment knowledge and their perceptions of the impact of classroom assessment professional development", Improving Schools, 12(2), pp.101~113 (2009)
- Popham, W. J., "Why assessment illiteracy is professional suicide", Educational Leadership, 62(1), pp.82~ (2004)
- Popham, W. J., "Assessment literacy for teachers: Faddish or fundamental?", Theory into Practice, 48(1), pp.4~11 (2009)
- Sadler, D. R., "Formative assessment: Revisiting the territory", Assessment in Education: Principles, Policy & Practice, 5(1), pp.77~84 (1998)
- Sanders, J. R., "Teacher training in measurement and assessment skills" (1993), Buros Institute of Mental Measurements, University of Nebraska–Lincoln
- Schmeiser, C. B., "Code of professional responsibilities in educational measurement", Educational Measurement : Issues and Practice, 14(3), pp.17~24 (1995)
- Stiggins, R. J., "Evaluating classroom assessment training in teacher education programs", Educational Measurement : Issues and Practice, 18(1), pp.23~27 (1999)
- Taylor, L., "Developing assessment literacy", Annual Review of Applied Linguistics, pp.2921~2936 (2009)
- Vethamani, M. E., "Teacher education in Malaysia: Preparing and training of English language teacher educators", Journal of Asia TEFL, 8(4), pp.85~110 (2011)
- Volante, L., "Exploring teacher candidates’ assessment literacy : Implications for teacher education reform and professional development", Canadian Journal of Education, 30(3), pp.749~ (2007)
- Weigle, S. C., "Teaching writing teachers about assessment", Journal of Second Language Writing, 16(3), pp.194~209 (2007)
- White, E., "Are you assessment literate? Some fundamental questions regarding effective classroom based assessment", OnCUE Journal, 3(1), pp.3~25 (2009)
- Yamtim, V., "A study of classroom assessment literacy of primary school teachers", Procedia : Social Behavioral Sciences, 116, pp.2998~3004 (2014)