Kurdish Tertiary EFL Teachers’ Assessment Literacy in Alternative Assessments and Its Influence on the Ethicality of Their Assessments

Ismael, Dler Abdullah

doi:10.1007/978-3-319-32601-6_3

Cited by 4 publications

(3 citation statements)

References 9 publications

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“…However, Mrs. S tried to describe that she might be in the insufficient level of LAL that made her in such a time factor challenge. This was in line with statement of Ismael (2017) stated increasing assessment literacy entails understanding a wide range of assessment-related topics, including assessment layouts, methods, relevance, reliability, and accountability; the distinctions between assessments for English language learners and native speakers; students' rights to information about test questions and answer designs; the necessity of peer and self assessment; considering students' perspectives; testing for languages standards; and professional ethical standards. Mrs. S believed to find strategies regarding her assessment if only she could learn more about LAL.…”

Section: Female Efl Teacher's Experiences and Challenges In Lal Practicesupporting

confidence: 71%

Exploring the Female Efl Teacher’s Language Assessment Literacy (Lal): a Narrative Inquiry

Kartikawati

2023

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Most teachers in Indonesia assess their students through a common test such as mid-term test and final semester test. In terms of assessing English language, the students need to be assessed on 4 (four) skills which are listening, reading, speaking, and writing. The process of assessment could be very tricky if the teachers do not have sufficient Language Assessment Literacy (LAL). It is because the government, through Kurikulum Merdeka, promotes the learning process as essential as the learning products. Teachers need to know all their students’ English learning journey, so they will not face confusion to determine the assessment scores in the end. In Indonesia, generally female EFL teachers have double roles as wife or mother at home and as a teacher in school. This study explores a female EFL teacher’s experience with non-permanent teacher status in describing her LAL. This study will also investigate female teacher’s challenges faced during the application of assessment in the EFL classroom. A narrative inquiry research with mixed-method data collection was employed to have in-depth understanding of the teacher’s experience. The result showed the participant’s LAL category was at a fair level. The reasons could be limited time factor, double roles, and limited information for getting seminar/workshop/training on the assessment. Keywords : female efl teacher, language assessment literacy, narrative inquiry

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Section: Female Efl Teacher's Experiences and Challenges In Lal Practicesupporting

confidence: 71%

Exploring the Female Efl Teacher’s Language Assessment Literacy (Lal): a Narrative Inquiry

Kartikawati

2023

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“…He highlighted the difficulties of using AA to assess English language learners in the Yemeni context, including large classroom, lack of administrative support, time for preparation AAs, students' language proficiency, and teacher's assessment methods. Another study conducted by Ismael (2016) was about assessment practices and alternative assessments AAs use of in-service Kurdish teachers. Ismael reported that the main challenges of using AAs' full potential, including the assessment system, time shortage, the large classes, and provision and maintenance of classroom technical facilities.…”

Section: Language Teachers' Assessment Constraintsmentioning

confidence: 99%

“…The assessment context should also be considered when planning LAL developmental programs because it could help or hinder forming positive teacher's LAL perception and practice. Among the challenges faced by language teachers in LAL is the insufficient training and professional development opportunities for teachers (Djoub, 2017) One of the critical constraints is a shortage of time (Ismael, 2016;Moqbel, 2019), which includes demands on teachers' classroom instruction and administrative duties.…”

Section: Language Teachers' Assessment Constraintsmentioning

confidence: 99%

Developing Language Assessment Literacy of Teachers: needs, effective factors, and constraints

Al-Akbari

2023

JSS

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In recent years, developing language assessment literacy (LAL) has become crucial for teachers in enhancing their teaching practices and improving students’ learning outcomes. Empirical research reported that there was a training need for formal education and professional development programs in assessment (Berry et al., 2017; Vogt & Tsagari, 2014). Therefore, this paper reports a systematic review of teachers’ language assessment literacy development: training needs, training effective factors, and language assessment practice constraints. The purpose of the review is to provide an updated overview of the empirical research on language assessment development. I utilized systematic review for social studies using the following steps: forming research questions, choosing the appropriate search terms and strategy, starting the literature search, developing inclusion criteria, determining relevant studies, and extracting data (Petticrew & Roberts, 2006). The search was limited to the 12 years’ publications because there was an increase attention on developing teacher’s language assessment literacy in these years. The selected studies were analyzed using the content analysis approach. The results suggested that teachers needed in-service training in different LAL content areas that varied according to the educational context needs in their countries. The results also revealed that teachers' experience and self-reflection needed to be considered in development programs and teachers should be involved in collaborative learning communities. The collaborative learning communities provided the needed professional support and give the chance for teachers to share their experience. Furthermore, the reality and constraints needed to be recognized as they influenced teachers' assessment practices. Finally, research implications and future research directions on teachers’ language assessment literacy are discussed.

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Epistemology and Ontology

Crookes¹

2018

The Encyclopedia of Applied Linguistics

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Kurdish Tertiary EFL Teachers’ Assessment Literacy in Alternative Assessments and Its Influence on the Ethicality of Their Assessments

Cited by 4 publications

References 9 publications

Exploring the Female Efl Teacher’s Language Assessment Literacy (Lal): a Narrative Inquiry

Exploring the Female Efl Teacher’s Language Assessment Literacy (Lal): a Narrative Inquiry

Developing Language Assessment Literacy of Teachers: needs, effective factors, and constraints

Epistemology and Ontology

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