scholarly journals Investigating Saudi University EFL Teachers’ Assessment Literacy: Theory and Practice

2018 ◽  
Vol 8 (3) ◽  
pp. 345
Author(s):  
Muhammad Umer ◽  
Mohamad Hassan Zakaria ◽  
Moayad Ahmad Alshara
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Positive Impact ◽  
Teacher Assessment ◽  
Theory And Practice ◽  
Assessment Literacy ◽  
Assessment Practices ◽  
Assessment Tasks ◽  
Efl Teachers ◽  
Teacher Assessment Literacy

Teacher assessment literacy (TAL) is believed to have positive impact on student learning outcomes. Therefore, attempts are made, especially, in advanced educational contexts to increase TAL. In the context of Saudi higher education, available empirical evidence indicates that EFL teacher assessment literacy is replete with loopholes. This mixed-method research investigated Saudi EFL teachers’ construction of assessment tasks, the influence the tasks had on students’ learning and the extent to which teachers’ assessment practices were in alignment with recommended assessment practices. The data were collected through analyzing teachers’ summative assessment tasks and a student survey with both close and open-ended questions. Apart from the participants’ responses to the open-ended questions of the survey, the data went through quantitative data analysis for frequencies and percentages. The findings revealed a serious incongruity between teachers’ assessment tasks and course learning outcomes. For instance, higher order learning outcomes were not assessed at all. Most of the tasks were selected-response questions (SRQs). As confirmed by the survey data, the assessment tasks mainly triggered memorization as a learning strategy. Therefore, suggestions are made that university teachers’ professional development with particular focus on their assessment literacy is placed at the center of higher education policies. Without valid assessment in place, the edifice of Saudi (higher) education system may lose its efficacy. 

scholarly journals Designing and validating a potential assessment inventory for assessing ELTs’ assessment literacy

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Fateme Nikmard ◽  
Zohre Mohamadi Zenouzagh
Keyword(s):  
Factor Analysis ◽  
Theoretical Framework ◽  
Teacher Assessment ◽  
Assessment Literacy ◽  
Second Phase ◽  
Extensive Review ◽  
Related Literature ◽  
Efl Teachers ◽  
Convenience Sampling ◽  
Teacher Assessment Literacy

Abstract English teachers' assessment literacy has always been considered as an important factor in their performance. However, no instrument has ever been developed to assess this construct among Iranian EFL teachers. To fill this gap, in the first phase of the present study a theoretical framework for the main four components of teacher assessment literacy, named validity, reliability, interpretability of the results, and efficiency, was developed through extensive review of the related literature and conducting interviews with PhD candidates of TEFL. In the second phase, a questionnaire was developed and piloted with 150 participants who took part in the study through the rules of convenience sampling. More specifically, the 30 items of the newly-developed “ELTs’ Assessment Literacy” questionnaire were subjected to factor analysis which revealed the presence of all the four components consisting of different number of items. These phases led to the development of a questionnaire with four components and 25 items on the basis of a five point Likert scale that measured: (1) “Validity” including six items, (2) “Reliability” including ten items, (3) “Interpretability of the Results” including eight item, and (4) “Efficiency” including five items. The findings of this study may shed lights on this subject and help researchers and teaching practitioners assess EFL teachers’ assessment literacy and make principled decisions as far as assessment is concerned.

scholarly journals The Policy-driven Dimensions of Teacher Beliefs about Assessment Assessment

2021 ◽  
Vol 46 (3) ◽  
pp. 36-52
Author(s):  
Dennis Alonzo ◽  
◽  
Velma Labad ◽  
Jean Bejano ◽  
Florence Guerra ◽  
...  
Keyword(s):  
Professional Development ◽  
Professional Learning ◽  
Development Program ◽  
The Philippines ◽  
Teacher Assessment ◽  
Assessment Literacy ◽  
Assessment Practices ◽  
Teachers Beliefs ◽  
Assessment Beliefs ◽  
Teacher Assessment Literacy

Despite the advancement of the conceptualisations of teacher assessment literacy, teachers’ assessment practices remain relatively low due to misalignment between teachers’ beliefs on assessment and principles of effective assessment practices. The currentassessment reform in the Philippines has not gained significant traction despite the ongoing professional development programs focused on enhancing teacher assessment literacy. We argue that to change teachers’ exam-dominated assessment practices towards a more student-centred approach, there is a need to explore teachers’ beliefs in assessment. Hence, we developed a context-driven tool using both theoretical and empirical approaches that could measure this construct, and which the results could provide a stronger foundation for professional development program. Factor analyses extracted nine dimensions that describe teachers’ assessment beliefs: assessment for professional learning, for motivation, for measurement, for planning, for engagement, for learning, for evaluation, for norm-referencing and for instructional accountability. Implications of findings for teacher professional development and practice are discussed.

New Assessment Practices in Mathematics

1996 ◽  
Vol 178 (1) ◽  
pp. 61-71 ◽  
Author(s):  
Linda Schulman
Keyword(s):  
Learning Outcomes ◽  
Performance Standards ◽  
Assessment System ◽  
Assessment Process ◽  
Assessment Practices ◽  
National Council ◽  
Assessment Data ◽  
Mathematical Ideas ◽  
Mathematics Classrooms ◽  
Assessment Tasks

Assessment practices need to change in mathematics classrooms that adopt the curriculum standards recommended by the National Council of Teachers of Mathematics (NCTM). An assessment system that focuses on broad learning outcomes, uses tasks that are aligned with instructional practices, involves students actively in the process, and informs teachers' instructional and curricular decisions is recommended. Such an assessment process requires teachers to identify important mathematical ideas, along with performance standards that describe what students must do to demonstrate that those ideas have been learned. Open-ended questions, observations, interviews, pre- and post-assessments, self- and peer-assessments are strategies that can be used to gather evidence of students learning. Documentation strategies are needed to help teachers organize and manage assessment data. NCTM has provided six standards for assessment that teachers can use as guidelines to help them evaluate the appropriateness of assessment tasks.

scholarly journals Language Teacher Assessment Literacy: A Current Review

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Nurdiana Nurdiana Nurdiana
Keyword(s):  
Language Assessment ◽  
Teacher Assessment ◽  
Language Teachers ◽  
Assessment Literacy ◽  
Good Test ◽  
Language Teacher ◽  
Test Specifications ◽  
Alternative Assessments ◽  
Research Findings ◽  
Teacher Assessment Literacy

<span>H<span>Half of the language teachers’ time is spent on assessing students’ performance. Therefore, they should be literate to language assessment in terms of how to make a good test or knowing which method appropriate to assess their students’ learning. Without having assessment literacy, they may not be able to help their students achieve the best results of their performance. For this reason, the present study attempts to examine language teacher assessment literacy and how it has been measured. Besides, suggestions and recommendations for language teachers regarding assessment literacy are discussed in this study. A literature review was employed to conduct this research. Findings suggest that language teachers need more training on language assessment due to their lack of knowledge of language assessment. Although some of them are assessment literate, they do not practice the knowledge in their classroom. This implies that the training they need could be on how to select appropriate assessments for their students, how to design a test,  alternative assessments, and test specifications.</span></span>

scholarly journals Language assessment literacy: what do we need to learn, unlearn, and relearn?

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Christine Coombe ◽  
Hossein Vafadar ◽  
Hassan Mohebbi
Keyword(s):  
Teacher Educators ◽  
Deep Understanding ◽  
Language Assessment ◽  
Teacher Assessment ◽  
Language Teachers ◽  
Assessment Literacy ◽  
Teacher Competence ◽  
Literacy Assessment ◽  
Increasing Demand ◽  
Teacher Assessment Literacy

Abstract Recently, we have witnessed a growing interest in developing teachers’ language assessment literacy. The ever increasing demand for and use of assessment products and data by a more varied group of stakeholders than ever before, such as newcomers with limited assessment knowledge in the field, and the knowledge assessors need to possess (Stiggins, Phi Delta Kappa 72:534-539, 1991) directs an ongoing discussion on assessment literacy. The 1990 Standards for Teacher Competence in Educational Assessment of Students (AFT, NCME, & NEA, Educational Measurement: Issues and Practice 9:30-32, 1990) made a considerable contribution to this field of study. Following these Standards, a substantial number of for and against studies have been published on the knowledge base and skills for assessment literacy, assessment goals, the stakeholders, formative assessment and accountability contexts, and measures examining teacher assessment literacy levels. This paper elaborates on the nature of the language assessment literacy, its conceptual framework, the related studies on assessment literacy, and various components of teacher assessment literacy and their interrelationships. The discussions, which focus on what language teachers and testers need to learn, unlearn, and relearn, should develop a deep understanding of the work of teachers, teacher trainers, professional developers, stakeholders, teacher educators, and educational policymakers. Further, the outcome of the present paper can provide more venues for further research.

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