English Language Teachers’ Ideology of ELT Assessment Literacy

Badia Hakim

Abstract


Deep understanding, clear perception and accurate use of assessment methodology play an integral role in the success of a language program. Use of various assessment techniques to evaluate and improve the performance of learners has been the focal point of interest in the field of English Language Teaching (ELT). Equally researchers are interested in evaluating teachers’ awareness and improved performance in relation to the learners’ performance. The current study was designed to investigate the teachers’ awareness level and way of practicing the assessment tools for the better learning of the students in the English Language Institute (ELI), King Abdulaziz University. The research was based on the perceptions and feedback of 30 female language instructors from 5 different nationalities with varying qualifications and ELT experience working at ELI. Quantitative method was followed. A questionnaire was developed by the researcher was administered to the instructors. Descriptive statistics was used to analyze the data. The results revealed that all the participants had a clear knowledge about the use of assessment tools. It was also found that the teachers’ perceptions about assessment tools are least affected by their span of teaching experience. Another noteworthy finding was the poor practicing techniques of the instructors who were well aware of the assessment techniques.

Keywords: KAU – ELI, Language Assessment Literacy (LAL), Assessment Literacy Program (ALP)


Full Text:

PDF

References


Fives, H., & DiDonato-Barnes, N. (2013). Classroom test construction: The power of a table of specifications. Practical Assessment, Research & Evaluation, 18(3), 1-7.

Frey, B. B. & Schmitt, V. L. (2007). Coming to terms with language assessment. Journal of Advanced Academics, 18(3), 402-423.

Jeong, H. (2013). Defining assessment literacy: Is it different for language testers and non-language testers? Language Testing, 30(3), 345-362.

Kahl, S. R., Hofman, P. & Bryant S. (2012). Assessment literacy standards and performance measures for teacher candidates and practicing teachers. Assessment.

Llosa, L. (2013). Standards-based classroom assessments of English proficiency: A review of issues, current developments, and future directions for research. Language Testing, 28(3), 367-382.

Lukin, L. E., Bandalos, D. L., Eckhout, T. J. and Mickelson, K. (2004). Facilitating the development of assessment literacy. Educational Measurement: Issues and Practice, 23(2), 26–32.

Malone, M. E. (2011). Assessment literacy for language educators. http://www.cal.org/resources/digest/assessment-literacy-for-language-educators.html

Malone, M. E. (2013). The essentials of assessment literacy: Contrasts between testers and users. Language Testing, 30(3), 329-344.

Mertler, C. A., & Campbell, C. (2005). Measuring teachers' knowledge & application of classroom assessment concepts: Development of the "Assessment Literacy Inventory". Online Submission. Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, Apr 11 to 15, 2005)

Mertler, C. A. (2003). Preservice versus inservice teachers’ assessment literacy: Does classroom experience make a difference? Paper presented at the Annual Meeting of the Mid-Western Educational Research Association, Columbus, OH.

Muñoz, A. P., Palacio, M., & Escobar, L. (2012). Teachers' beliefs about assessment in an EFL context in Colombia. Profile: Issues in Teachers' Professional Development, 14(1).

O’Loughlin, K. (2013). Developing the assessment literacy of university proficiency test users. Language Testing, 30(3), 363-380.

Pill, J., & Harding, L. (2013). Defining the language assessment literacy gap: Evidence from a parliamentary inquiry. Language Testing, 30(3), 381-402.

Popham, W. J. (2009). Assessment literacy for teachers: Faddish or fundamental?. Theory into Practice, 48, 4-11.

Qassim, J. A. S. (2008). Teachers' perceptions of current assessment practices in public secondary schools in the state of Qatar. Unpublished doctoral dissertation. University of Hull, Qatar.

Rea-Dickins, P. (2001). Mirror, mirror on the wall: identifying processes of classroom assessment. Language Testing, 18 (4), 429-462.

Rea-Dickens, P. (2004). Understanding teachers as agents of assessment. Language Testing, 21(3), 249-258.

Sahinkarakas, S. (2012). The role of teaching experience on teachers’ perceptions of language assessment. Procedia - Social and Behavioral Sciences, 47, 1787-1792.

Scarino, A. (2013). Language assessment literacy as self-awareness: Understanding the role of interpretation in assessment and in teacher learning. Language Testing, 30(3), 309-327.

Shim, K. N. (2009). An investigation into teachers' perceptions of classroom-based assessment of English as a foreign language in Korean primary education. Unpublished doctoral dissertation. University of Exeter, Exeter.

Sikka, A., Nath, J. L., & Cohen, M. D. (2007). Practicing teachers’ beliefs and uses of assessment. International Journal of Case Method Research & Application, 3, 240-253.

Simpson-Beck, V. (2011). Assessing classroom assessment techniques. Active Learning in Higher Education, 12(2), 125–132.

Stiggins, G. (1997). Student centered classroom assessment. Upper Saddle River, NJ: Prentice Hall. Susuwele-Banda, W. J. (2005). Classroom assessment in Malawi: Teachers’ perceptions and practices in mathematics. Unpublished doctoral dissertation. Virginia Polytechnic Institute and State University, Virginia.

Taylor, L. (2013). Communicating the theory, practice and principles of language testing to test stakeholders: Some reflections. Language Testing, 30(3), 403-412.

Taylor, L. (2009). Developing assessment literacy. Annual Review of Applied Linguistics, 29, 21-36.

Volante, L. & Fazio, X. (2007). Implications for teacher education reform and professional development. Canadian Journal of Education, 30(3), 749-770.


Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2013-2024 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.