The Role of Classroom Teachers in Standard Setting and Benchmarking

Konrad, Eva; Spöttl, Carol; Holzknecht, Franz; Kremmel, Benjamin

doi:10.1007/978-3-319-77177-9_2

Cited by 1 publication

(1 citation statement)

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“…A large percentage of respondents believed that the training had an impact not only on assessment-related tasks, but also on their general teaching practice. This is in line with findings from similar studies in contexts in which training in assessment was also made available to teachers on a large scale, such as in the case of the Austrian Matura reform project (Konrad et al 2018), which found that language assessment training for teachers led to a positive impact on classroom testing and a deeper understanding of the standard to be measured. Our results indicated that the teachers mostly appreciated how the training had helped widen their views by offering them a different perspective of their work.…”

Section: Discussionsupporting

confidence: 89%

Language assessment literacy of language teachers in the context of adult education in Spain

Delgado¹,

Rodríguez²

2022

SiLA

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Recent years have seen a growth in the use of language tests as measures of accountability within the education sector. In many countries, governmental institutions have promoted the involvement of teachers in language testing, providing training to boost the language assessment literacy (LAL) of teachers. This study aims to analyse the results of a large-scale effort to increase teachers’ LAL within the context of public language education for adults in Spain by shedding light on the scale and nature of teacher LAL, the impact of training as perceived by teachers, and their self-perceived further needs. Results show that, similarly to other countries in which teacher LAL has been studied, training in assessment is strongly influenced by contextual factors. Moreover, teachers perceive that this training has an impact not only on assessment-related tasks, but on their general teaching practice. Lastly, the findings reveal a significant correlation between the contents of assessment training courses and the teachers’ perception of further training needs. This could indicate that the more teachers learn about specific areas of language assessment, the more training in assessment they feel is needed, suggesting a gap in teachers’ awareness of their own LAL that materialises once training is provided.

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Section: Discussionsupporting

confidence: 89%