Digital Module 24: Assessment Literacy

2021 ◽  
Vol 40 (2) ◽  
pp. 108-109
Author(s):  
Jade Caines Lee
Keyword(s):  
Assessment Literacy ◽  
Digital Module

Language Assessment Literacy Survey

2020 ◽  
Author(s):  
Benjamin Kremmel ◽  
Luke Harding
Keyword(s):  
Language Assessment ◽  
Assessment Literacy ◽  
Literacy Survey

Young learners’ voices: Towards a learner-centered approach to understanding language assessment literacy

2021 ◽  
pp. 026553222199227
Author(s):  
Yuko Goto Butler ◽  
Xiaolin Peng ◽  
Jiyoon Lee
Keyword(s):  
Language Assessment ◽  
Sixth Grade ◽  
Assessment Literacy ◽  
Supporting Evidence ◽  
Structured Interviews ◽  
Assessment Practice ◽  
Young Learners ◽  
Assessment Tasks ◽  
Sixth Grade Students ◽  
Assessment Skills

Language assessment literacy (LAL) has recently gained substantial attention among language educators and other stakeholders. However, existing models focus almost exclusively on teachers, test developers, and administrators, and lack students’ perspectives in their conceptualizations. To address this gap, with this exploratory study we aimed to understand young learners’ LAL. The participants were fourth- and sixth-grade students (ages 9–10 and 11–12, respectively, with 10 participants in each age group) in China. After taking English mock tests, the children participated in individual, semi-structured interviews that covered their understanding of the following: (a) assessment purposes and theories (their knowledge about how assessment works); (b) assessment skills (their views of assessment designs, procedures, and content); and (c) assessment principles (their notion of fairness, cheating, and feedback). The data were analyzed qualitatively in line with current LAL models. The results suggest that the children already had substantial assessment literacy in knowledge, skills, and principles. Although their teachers’ assessment practice remains form-focused, children generally want more communicative-based and diagnostic assessment. They also want more cognitively challenging and enjoyable assessment tasks. Our findings provide solid supporting evidence for the importance of considering students’ perspectives, along with the views of other stakeholders, in order to have a more balanced understanding of LAL.

scholarly journals Embedding Formative Assessment in Blended Learning Environment: The Case of Secondary Chinese Language Teaching in Singapore

2021 ◽  
Vol 11 (7) ◽  
pp. 360
Author(s):  
Kwong Tung Chan
Keyword(s):  
Blended Learning ◽  
Formative Assessment ◽  
New Technology ◽  
Chinese Language ◽  
Language Assessment ◽  
Local Context ◽  
Assessment Literacy ◽  
Challenges And Opportunities ◽  
Lesson Delivery ◽  
Teaching Learning

The fast global spread of COVID-19 has resulted in the mass disruption of teaching, learning, as well as assessment, in mainstream schools in Singapore. Teachers were caught unprepared and this jeopardised the quality of classroom delivery and assessment. The Ministry of Education has since shifted to an online asynchronous mode of teaching whilst attempting to keep the face-to-face method of lesson delivery, to which it is called ‘blended learning’ (BL) in the local context. Besides being propelled to learn and use new technology tools for online lessons, teachers also need to quickly explore to embed formative assessment (FA) in the new BL environment to substitute traditional classroom assessment. In this context, I argue that teachers’ language assessment literacy (LAL), pedagogical content knowledge (PCK) and e-pedagogy are vital to the success of embedding FA in BL. Following, I also describe some tentative predictions for future challenges and opportunities of embedding FA in the BL environment of secondary Chinese Language (CL) teaching in Singapore. On this basis, I discuss the ways in which current conceptualisations of language assessment literacy will need to shift in response to these challenges. Finally, I make some recommendations for practice based on this argument.

scholarly journals EFL Teachers’ Assessment Literacy and Their Reflective Teaching

2018 ◽  
Vol 11 (1) ◽  
pp. 425-436 ◽  
Author(s):  
Hamid Ashraf ◽  
◽  
Samaneh Zolfaghari ◽  
Keyword(s):  
Reflective Teaching ◽  
Assessment Literacy ◽  
Efl Teachers

scholarly journals Language Assessment Literacy and the Professional Development of Pre-Service Language Teachers

2019 ◽  
Vol 21 (2) ◽  
pp. 243-259
Author(s):  
Frank Giraldo ◽  
Daniel Murcia Quintero
Keyword(s):  
Professional Development ◽  
Research Study ◽  
Language Assessment ◽  
Language Teachers ◽  
Assessment Literacy ◽  
Teaching Programme ◽  
Assessment Design ◽  
Development Of Language ◽  
The Impact ◽  
The Relationship

Language Assessment Literacy (LAL) research has focused on defining the knowledge, skills, and principles that the stakeholders involved in language assessment activities are required to master. However, there is scarce research on the relationship between LAL and the professional development of language teachers. Therefore, this exploratory action research study examined the impact of a language assessment course on pre-service teachers in a Colombian language teaching programme. Data were collected through questionnaires, interviews, teacher and researcher journals and class observations. The findings show that the course promoted theoretical, technical and operational dimensions in the language assessment design practices of the participants. In addition, it enhanced their LAL and professional development. Consequently, this study contends that the LAL course changed language assessment perceptions radically and encouraged pre-service teachers to design assessments conscientiously, a feature not explicitly stated in LAL research involving this group of stakeholders elsewhere.

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 EFL secondary teachers’ assessment literacy: Assessment conceptions and practices

2020 ◽  
Vol 10 (2) ◽  
pp. 402-421
Author(s):  
Roghibatul Luthfiyyah ◽  
Iin Wariin Basyari ◽  
Dwiniasih Dwiniasih
Keyword(s):  
Secondary Teachers ◽  
Online Survey ◽  
Assessment Literacy ◽  
Single Element ◽  
Literacy Assessment ◽  
Structured Interviews ◽  
Assessment Practice ◽  
Online Questionnaire ◽  
Conceptions Of Assessment ◽  
Literacy Level

Assessment literacy is defined as knowledge, conceptions, and skills to conduct an assessment. Having sufficient assessment literacy levels, teachers can assist students in improving learning and in achieving learning outcomes. This study employs a descriptive quantitative design that explores EFL secondary teachers' assessment literacy and assessment practice. The data were gathered using an online survey and semi-structured interviews. Forty-eight respondents willingly fulfilled an online questionnaire containing 32 questions adapted from the Teachers Assessment Literacy Questionnaire (TALQ). The data obtained from the survey were analyzed using descriptive statistics. Furthermore, three participants representing each assessment literacy level were selected for interviews to explore their classroom assessment practice. The interview data were analyzed using thematic analysis in terms of the conceptions of assessment, the procedure of assessment construction, and some challenges in assessment practice. The findings reveal that EFL secondary teachers generally have a moderate assessment literacy level. However, the participants reflect different conceptions of assessment, procedures, and challenges in assessment practice depending on an individual level of assessment literacy, institutional and national policies, and socio-culture factors. It shows that assessment literacy is not a single element that can influence teachers' assessment practices.

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