Language Assessment: Critical Issues—An Interview With Antony John Kunnan

Jiang, Jinlin

doi:10.1080/15434303.2016.1269770

Cited by 2 publications

(2 citation statements)

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“…Consequently, language assessment literacy (LAL), what language teachers should know, and how they should apply their conceptual knowledge in assessment have been studied extensively (Hill & McNamara, 2011;Leung, 2009;Rea-Dickins, 2004;Tsagari, 2016). It is argued that assessment is to be considered within the framework of language teaching methodology, not as an entity exclusive from it, and teachers are to be equipped with fundamental theoretical knowledge and practical skills and strategies to design/implement high-quality assessment (Brunfaut, 2014;Douglas, 2010;Jiang, 2017;Vogt, Tsagari, & Spanoudis, 2020). In addition to designing and implementing tailor-made assessment, they are expected to know how to utilize assessment to improve teaching by viewing it as a joint venture and by communicating assessment goals and data to stakeholders (Coombe et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Exploring How ELT Teachers Perceive and Practice English Language Assessment

Işık

2021

JLE

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As a well-designed language education program naturally requires a well-designed assessment component, the pivotal role of assessment in language education needs to be stressed. This study focuses on how English language teaching (ELT) teachers receive training in English language assessment, and how they perceive and practice assessment in Turkey. The study was conducted with the participation of 198 ELT teachers from 24 K-12 level schools and eight universities. A mixed-methods research design was chosen and the data were collected through a questionnaire, follow-up interviews, observations, personal conversations, and sample exam evaluations. The findings indicated that the assessment practices of the teachers were shaped by the teachers’ language learning and teaching experiences, their intuition, adherence to assessment traditions, and the emulation of what other teachers conducted to conform to group norms. It was also observed that as the teachers did not receive proper pre-service and in-service assessment training, their assessment knowledge was low. Moreover, it was found that the assessment component of teacher training programs remained peripheral and did not help equip teachers with assessment-related theoretical knowledge and practical skills. Finally, the assessment quality in these schools was found to be low and assessment was taken as a formal requirement to grade students. In the final part of the paper, some suggestions for effective assessment are put forward.

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Section: Introductionmentioning

confidence: 99%

Exploring How ELT Teachers Perceive and Practice English Language Assessment

Işık

2021

JLE

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“…How language teachers design, implement, evaluate, and exploit assessment has been studied extensively (Brunfaut, 2014;Fulcher, 2012;Jiang, 2017;Rea-Dickins, 2004;Tsagari, 2016;Vogt, Tsagari and Spanoudis, 2020). Apparently, the assessment training offered in language teacher training programs has received considerable attention (Coombe, Vafadar and Mohebbi, 2020;Hill and McNamara, 2011;Leung, 2009;Scarino, 2013).…”

Section: Introductionmentioning

confidence: 99%

Are English Language Teachers Assessment Literate?

Işık¹,

Sari²

2021

Cukurova University Faculty of Education Journal

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The study was conducted to bring the language assessment literacy (LAL) of English language teaching (ELT) teachers into focus. It also attempted to investigate how the pre-service education background of ELT teachers, and the departments they graduated from, affected their assessment literacy. The data were obtained from 180 ELT teachers using a mixed-methods research design through a questionnaire and follow-up interviews. The results indicated that the ELT teachers' LAL was low, but they did not feel any serious need for assessment training. It was also found that the ELT teachers had different academic backgrounds in assessment. As ELT graduates received training in assessment, the graduates of other departments working as English teachers didn't. Thus, it was observed that pre-service education background has a significant effect on teachers' assessment literacy.

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Language Assessment: Critical Issues—An Interview With Antony John Kunnan

Cited by 2 publications

References 23 publications

Exploring How ELT Teachers Perceive and Practice English Language Assessment

Exploring How ELT Teachers Perceive and Practice English Language Assessment

Are English Language Teachers Assessment Literate?

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