Language Assessment Literacy among Teachers in Goa: Analyses of a Survey Questionnaire and Teacher-made Tests
0
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
This is the first of a two-part article that addresses the concept of language assessment literacy - both in terms of understanding as well as in classroom practice - among language schoolteachers in Goa, a state in the western part of India. The study sought to understand the why, what, and how dimensions of language assessment as well as the dimension of social and institutional context in which teachers work. Using a mixed-method approach to understand the complexities of language assessment in practice in different school contexts, data was collected from a survey questionnaire of knowledge and skills/abilities of study participants and through a sample of teacher-made formative assessments. The findings were contradictory as teachers, in general, reported that they could design, develop, and administer classroom tests and assessments in the survey but on further examination of their own teacher-made tests, it was revealed that they were actually not able to carry out such activities.
Abstract
This is the first of a two-part article that addresses the concept of language assessment literacy - both in terms of understanding as well as in classroom practice - among language schoolteachers in Goa, a state in the western part of India. The study sought to understand the why, what, and how dimensions of language assessment as well as the dimension of social and institutional context in which teachers work. Using a mixed-method approach to understand the complexities of language assessment in practice in different school contexts, data was collected from a survey questionnaire of knowledge and skills/abilities of study participants and through a sample of teacher-made formative assessments. The findings were contradictory as teachers, in general, reported that they could design, develop, and administer classroom tests and assessments in the survey but on further examination of their own teacher-made tests, it was revealed that they were actually not able to carry out such activities.
참고문헌 (33)
- Bailey, K. M., "Language testing courses: What are they in 2007?", Language Testing, 25(3), pp.349~383 (2008)[DOI]
- Black, P., "Assessment and classroom learning. Assessment in Education: Principles", Policy & Practice, 5(1), pp.7~71 (1998)[DOI]
- Brindley, G., "Experimenting with uncertainty: Essays in honour of Alan Davies", pp.126~136 (2001), Cambridge University Press
- Crusan, D., "Writing assessment literacy : Surveying second language teachers’ knowledge, beliefs, and practices", Assessing Writing, 28, pp.43~56 (2016)[DOI]
- Davies, A., "Textbook trends in teaching language testing", Language Testing, 25, pp.327~347 (2008)[DOI]
- Davison, C., "Current issues in English language teacher-based assessment", TESOL Quarterly, 43(3), pp.393~415 (2009)[DOI]
- DeLuca, C., "Assessment literacy development: Identifying gaps in teacher candidates’ learning", Assessment in Education: Principles, Policy & Practice, 17(4), pp.419~438 (2010)[DOI]
- Fulcher, G., "Assessment literacy for the language classroom", Language Assessment Quarterly, 9(2), pp.113~132 (2012)[DOI]
- Giraldo, F., "Language assessment literacy : Implications for language teachers", Profile : Issues in Teachers’ Professional Development, 20(1), pp.179~195 (2018)[DOI]
- Giraldo, F., "A post-positivist and interpretive approach to researching teachers’ language assessment literacy", Profile : Issues in Teachers’ Professional Development, 22(1), pp.189~200 (2020)[DOI]
- Gu, P. Y., "The unbearable lightness of the curriculum : what drives the assessment practices of a teacher of English as a foreign language in a Chinese secondary school? Assessment in Education : Principles", Policy & Practice, 21(3), pp.286~305 (2014)[DOI]
- "European survey of language testing and assessment needs. Part one: General findings" (2004)[URL]
- Inbar-Lourie, O., "Constructing a language assessment knowledge base : A focus on language assessment courses", Language Testing, 25(3), pp.385~402 (2008)[DOI]
- Inbar-Lourie, O., "Language testing and assessment", pp.257~270 (2017), Springer International Publishing
- Jin, Y., "The place of language testing and assessment in the professional preparation of foreign language teachers in China", Language Testing, 27(4), pp.555~584 (2010)[DOI]
- Kremmel, B., "Towards a comprehensive, empirical model of language assessment literacy across stakeholder groups : Developing the language assessment literacy survey", Language Assessment Quarterly, 17(1), pp.1~21 (2019)[DOI]
- Kunnan, A. J., "Evaluating language assessments" (2018), Routledge
- Antony John Kunnan, "An Agenda for Language Assessment Development, Research and Pedagogy", Journal of Asia TEFL, 16(1), pp.327~333 (2019), 아시아테플
- Lam, R., "Language assessment training in Hong Kong : Implications for language assessment literacy", Language Testing, 32(2), pp.169~197 (2015)[DOI]
- López, A., "Language testing in Colombia : A call for more teacher education and teacher training in language assessment", Profile : Issues in Teachers’ Professional Development, 11(2), pp.55~70 (2009)
- Mahapatra, S. K, "Exploring the relationship between classroom language assessment literacy and practices using a short-term teacher education course", doctoral, pp.2015
- Mathew, R., "Managing change in English language teaching: Lessons from experience", pp.195~202 (2012), British Council
- Mathew, R., "Young learner English language policy and implementation: International perspectives", pp.113~120 (2009), Garnet Publishing Ltd
- McNamara, T., "Language testing: The social dimension" (2006), Blackwell
- O’Loughlin, K., "Developing the assessment literacy of university proficiency test users", Language Testing, 30(3), pp.363~380 (2013)[DOI]
- Pill, J., "Defining the language assessment literacy gap : Evidence from a parliamentary inquiry", Language Testing, 30(3), pp.381~402 (2013)[DOI]
- Scarino, A., "Language assessment literacy as self-awareness : Understanding the role of interpretation in assessment and in teacher learning", Language Testing, 30(3), pp.309~327 (2013)[DOI]
- Stiggins, R. J., "Assessment literacy", Phi Delta Kappan, 72, pp.534~539 (1991)
- Sultana, N., "Language assessment literacy : An uncharted area for the English language teachers in Bangladesh", Language Testing in Asia, 9(1), pp.1~14 (2019)[DOI]
- Taylor, L., "Developing assessment literacy", Annual Review of Applied Linguistics, 29, pp.21~36 (2009)[DOI]
- Taylor, L., "Communicating the theory, practice, and principles of language testing to test stakeholders : Some reflections", Language Testing, 30(3), pp.403~412 (2013)[DOI]
- Vogt, K., "Assessment literacy of foreign language teachers : Findings of a European study", Language Assessment Quarterly, 11(4), pp.374~402 (2014)[DOI]
- Qin Xie, "Preparing Primary English Teachers in Hong Kong: Focusing on Language Assessment Literacy", Journal of Asia TEFL, 16(2), pp.653~673 (2019), 아시아테플
