The language assessment literacy needs of Iranian EFL teachers with a focus on reformed assessment policies

The study aims to define EFL language assessment literacy among Jordanian EFL secondary school teachers. The study sample consisted of (214) EFL teachers at Irbid Governorate selected using random sampling method. To achieve the study objectives, a questionnaire consisted of (36) items was distributed on the study sample. The study showed that knowledge level of language assessment among Jordanian EFL teachers was low. The study revealed statistically significant differences in the knowledge level of language assessment among Jordanian EFL teachers due to years of experience, in favor of more than 10 years and due to qualification, in favor of PhD, while there were no statistically significant differences in light of gender. In light of the results the study suggests to pay more attention by university administrations to design training programs able to fulfill the actual needs of EFL pre-service teachers in Jordan. Keywords: Assessment Literacy, EFL Language.

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Critical language assessment literacy of EFL teachers: Scale construction and validation

Language Testing ◽

10.1177/02655322211057040 ◽

2022 ◽

pp. 026553222110570

Author(s):

Zia Tajeddin ◽

Mohammad Khatib ◽

Mohsen Mahdavi

Keyword(s):

Construct Validity ◽

Internal Consistency ◽

National Policy ◽

Language Assessment ◽

Language Teachers ◽

Assessment Literacy ◽

Snowball Sampling ◽

Five Factors ◽

Assessment Policies ◽

High Level

Critical language assessment (CLA) has been addressed in numerous studies. However, the majority of the studies have overlooked the need for a practical framework to measure the CLA dimension of teachers’ language assessment literacy (LAL). This gap prompted us to develop and validate a critical language assessment literacy (CLAL) scale to further underscore the role of CLA principles and their practice as an essential part of teachers’ LAL. In the first phase, a pool of items was generated through a comprehensive review of the related studies. In the quantitative phase, the developed scale was administered to 255 English as a foreign language teachers selected through convenience and snowball sampling. The data were analyzed through exploratory factor analysis for construct validity and Cronbach’s alpha for estimating internal consistency. The results showed that the items loaded on five factors: (a) teachers’ knowledge of assessment objectives, scopes, and types; (b) assessment use consequences; (c) fairness; (d) assessment policies; and (e) national policy and ideology. It was found that the scale had a high level of internal consistency and construct validity, which suggests that this scale has the potential to be useful in assessing language teachers’ CLAL and to raise language teachers’ awareness of CLAL constructs.

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“Am I qualified to be a language tester?”: Understanding the development of language assessment literacy across three stakeholder groups

Language Testing ◽

10.1177/0265532220929924 ◽

2020 ◽

pp. 026553222092992

Author(s):

Xun Yan ◽

Jason Fan

Keyword(s):

Language Assessment ◽

Assessment Literacy ◽

Structured Interviews ◽

Assessment Practice ◽

Individual Level ◽

Assessment Development ◽

Stakeholder Groups ◽

Efl Teachers ◽

Development Of Language ◽

The Individual

Recent investigations into language assessment literacy (LAL) suggest that stakeholder groups might differ in interests, needs, and expectations in assessment practice, resulting in different LAL profiles. This qualitative study furthers this line of research by examining the effect of contextual and experiential factors on the LAL profiles and development of different stakeholder groups. Semi-structured interviews were conducted among 20 participants from three stakeholder groups in China, including language testers, EFL teachers, and graduate students. Results indicate that LAL profile differences existed at both group and individual levels. At the group level, language-testing researchers and students demonstrated greater familiarity with assessment concepts than did EFL teachers; however, EFL teachers were able to understand and link those concepts with assessment practices. At the individual level, each participant experienced a different LAL development process; yet, these processes share some common patterns. Based on these patterns, a common LAL development model for all stakeholders is proposed. Assessment training should consider the resources in stakeholders’ assessment contexts and their experiences in assessment development, use, and research and develop realistic expectations in LAL development for different stakeholders.

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