The Influence of TESOL Teacher Assessment Literacy on the Ethicality of English Language Assessment and the Position of Kurdish TESOL teachers

Abstract

In this paper, I start by demonstrating the importance of language assessmentespecially of English language. Then, in the second section,I attempt toconceptualize language testing and assessment by providing various definitions. Also in this section, there isa literature review of the major mainstream tenets of language assessment addedwith my critical views about their working, ethicality, validity and reliability. While the thirdsection is on CLT and allocated, firstly, for critical tenets of language testing and assessment particularlyofEnglish language, secondly, language assessment literacy, thirdly, ethicality of language assessment and fourthly the role of language assessment literacy on the language assessment ethicality; they are elucidated in different subsections. Also throughout this section, I explain CLTand its workingin the field, in what aspects and to what extent itprovidesethicality, reliability and validity with giving my critical views within CALxand critical pedagogy framework. Section four is for explaininghow appropriate and practicable to introduce criticalEnglish language testing and assessment to my professional context as a TESOL teacher in some English departments at the universities of Kurdistan Region/Iraq,making clear to what extent it is feasible and what are the educational challenges and obstacles to it.For explicating those issues, I refer to my recent experience as a TESOL teacherin my professional context.

Investigating TESOL Teachers' Awareness of Critical Pedagogy at Higher Education Institutions in Oman: Implications for Critical Professional Development

“…The shift toward viewing learning English as a social and political enterprise has resulted in the occurrence of critical language testing (Lynch, 2001), which is also an area of inquiry located within CP, of which teachers need to be aware if they want to approach their teaching critically. Thus, CP rejects a one-time pencil and paper test (Byean, 2011;Ismael, 2013). CP emphasizes the necessity of utilizing alternative assessments including portfolio assessments, group projects and performances and essay examinations that tackle critical thinking (Shor, 1992, p.144).…”