Exploring Writing Assessment Literacy and Classroom Practices of Thai  University Instructors

Thirakunkovit, Suthathip

doi:10.18823/asiatefl.2019.16.4.5.1135

Cited by 3 publications

(6 citation statements)

References 9 publications

(28 reference statements)

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“…Similar to many studies in the literature (Ataie-Tabar et al, 2019;Crusan et al, 2016;Mellati & Khademi, 2018;Ricky, 2020;Tayyebi et al, 2022;Tayyebi & Moradi Abbasabadi, 2020;Thirakunkovit, 2019), findings of the present study also revealed that although teachers had a positive attitude toward writing assessment and considered themselves as assessment literate, their level of assessment literacy was not reflected in their practice, particularly when it came to rubric use. This contradictory finding can be explained Scoring of writing is subjective (Q19) 1.7 41.5 9.3 37.3 3.4 3.1 1.1…”

Section: Discussionsupporting

confidence: 87%

Iranian EFL teachers’ perceptions of writing assessment literacy: a countrywide study

2022

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Despite a surge of interest in language teacher assessment literacy, teachers’ writing assessment literacy (WAL) has received little attention. When considering the issue in the particular Iranian EFL context, it becomes more significant since exploring the context shows the lack of a countrywide and systematic study on EFL teachers’ WAL. Considering this gap, the present study sets out to investigate the Iranian EFL writing teachers’ knowledge, beliefs, and practices regarding writing assessment. To achieve this goal, an adapted version of Crusan’s et al (Assessing Writing 28:43-56, 2016) WAL questionnaire was sent out to writing teachers in ten major state universities in the country. Overall, the researchers received back 118 questionnaires. The analysis of the results illustrated that although writing instructors had a positive attitude toward writing assessment and were aware of some basic concepts of writing assessment, their level of assessment literacy was not reflected in their practice, particularly when it came to the use of assessment rubrics. The results further showed that the teachers need to develop sound and clear conceptual understanding of WAL as well as the ability to use the knowledge in practice in the actual context of their practice. Generally, it can be argued that in the absence of systematic pre-service and in-service writing assessment training programs, Iranian EFL writing teachers relied on their individual expertise developed throughout their years of practice. The study also provides several pedagogical implications for training writing teachers and improving EFL writing assessment in the long run.

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Section: Discussionsupporting

confidence: 87%

Iranian EFL teachers’ perceptions of writing assessment literacy: a countrywide study

2022

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“…The teachers answer the items about their teaching and perform writing assessments in their classroom in more detail and depth because there are no limited answers for the respondent. Open-ended questionnaire adopted and adapted from Thirakunkovit (2019).…”

Section: Methodsmentioning

confidence: 99%

“…According to Thirakunkovit (2019) writing assessment literacy refers to the range of expertise that teachers need to accurately evaluate and rank their students' work. List of important literacy assessments for writers: knowledge of writing standards, understanding of assessment types, rubric development, analyzing and interpreting writing samples, feedback and grading, assessment bias awareness, data analysis.…”

Section: Writing Assessment Literacymentioning

confidence: 99%

“…As a result, teachers must remain updated by participating in ongoing professional development. Subsequently, Thirakunkovit (2019) examined 27 language instructors and 23 content teachers through semi-structured interviews, classroom observation checklists, and field notes. Findings indicate that only a small number of EAP teachers possessed assessment literacy.…”

Section: Introductionmentioning

confidence: 99%

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Writing Assessment Literacy: Investigating EFL Teachers' Writing Assessment Practices in A Vocational School

Munasih,

Prastikawati,

Wiyaka

et al. 2024

ECL

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The study examines English Teachers’ knowledge and attitudes concerning different assessment methods in SMK Ky Ageng Giri. Understanding assessment concepts helps teachers choose and create the best methods to assess students. How much SMK instructors Ky Ageng Giri knew about writing assessment and if they had formal training before instructing are two major research topics. Three SMK Ky Ageng Giri English teachers complete open-ended surveys and classroom observations. The poll found that most individuals had some formal training, but 33.3% had none. All teachers claimed they had no formal assessment writing training. More than half complained about creating evaluation projects to evaluate their students. The open-ended questionnaire answers match class practice and evaluation background. The study aims to evaluate the implementation of current educational programs in classrooms and identify assessment writing concerns among English teachers to inspire Vocational School teachers to review their assessment processes.

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“…A standardized evaluation instrument using a holistic score system has been created to measure learners' cognitive abilities that cannot be measured by objective tests. Thirakunkovit (2019) reported that the evaluation results relate current practices to successful writing and subsequent discussion of how to change the writing curriculum. Formative testing has culminated in students developing their writing abilities for academic purposes.…”

Section: The Quality Of the Task-based Materials Design To Improve Ewamentioning

confidence: 99%

Task-based material design for academic purposes: Learners' English writing skill improvement

Yundayani

Ardiasih

2021

SiELE

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English Writing for Academic Purposes (EWAP) seems daunting for higher education students in the Indonesian context. Genuinely, the ability of EWAP is one of the study skills required in the academic field. Preliminary research has shown that EWAP materials have not been identified based on students’ needs. This study focuses on the students’ need analysis of the EWAP materials, including confirming the quality of the task-based material design that enhances the students’ skills of the EWAP. The study used the educational research and development method, involving non-English learners from a private college in Indonesia. Researchers used the test, the semi-structured interview, and the questionnaire as instruments. The observation was also carried out to describe implementing the task-based material design of the EWAP. The results indicate that students need task-based material as an authentic EWAP material that focuses on learning to communicate through interaction. It also gives them the ability to focus not just on the use of languages but also on the learning process itself. The task-based EWAP materials have a significant influence on the development of students’ writing skills. As a result, this approach is well suited to foster a learning desire to write in a context-approximately as a means of expressing their intentions. Besides, the study’s findings show that students were very enthusiastic about engaging in the learning process.

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Exploring Writing Assessment Literacy and Classroom Practices of Thai University Instructors

Cited by 3 publications

References 9 publications

Iranian EFL teachers’ perceptions of writing assessment literacy: a countrywide study

Iranian EFL teachers’ perceptions of writing assessment literacy: a countrywide study

Writing Assessment Literacy: Investigating EFL Teachers' Writing Assessment Practices in A Vocational School

Task-based material design for academic purposes: Learners' English writing skill improvement

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