English Teachers' Perceptions of a Language Assessment Literacy Course

IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH
Frank Giraldo, Daniela Escalante-Villa, Daniela Isaza-Palacio
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引用次数: 0

Abstract

Language assessment literacy has gained recent attention in the field of language testing, particularly on teachers’ profile. However, the literature on LAL is limited regarding teachers’ perceptions of language assessment courses. In this paper, we used a case study method to characterize the perceptions of eighteen English language teachers into three components of an online assessment course: contents, activities, and impact on their professional development. For data collection, we used a questionnaire and a focus group interview. Findings indicate that the teachers perceived course contents as organized, relevant, and useful; they also considered test analysis and collaborative tasks as valuable. Regarding professional development, the teachers explained that test-analysis tasks made them aware of their mistakes in assessment. Finally, the teachers suggested that the course raised their awareness of what language assessment is and does. Based on these results, we provide recommendations for LAL courses elsewhere.
英语教师对语言评估扫盲课程的看法
近年来,语言评估素养在语言测试领域受到了广泛关注,尤其是在教师形象方面。然而,关于教师对语言评估课程的看法的文献有限。在本文中,我们采用案例研究的方法,将18位英语教师的看法划分为在线评估课程的三个组成部分:内容、活动和对他们专业发展的影响。在数据收集方面,我们使用了问卷调查和焦点小组访谈。调查结果显示,教师认为课程内容是有组织的、相关的和有用的;他们还认为测试分析和协作任务是有价值的。在专业发展方面,老师们解释说,测试分析任务让他们意识到自己在评估中的错误。最后,老师们建议,该课程提高了他们对语言评估是什么和做什么的认识。基于这些结果,我们为其他地方的LAL课程提供建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
How-A Colombian Journal for Teachers of English
How-A Colombian Journal for Teachers of English EDUCATION & EDUCATIONAL RESEARCH-
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21
审稿时长
16 weeks
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