Research Article
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Year 2020, Volume: 10 Issue: 2, 274 - 291, 30.08.2020
https://doi.org/10.19126/suje.626156

Abstract

References

  • ReferencesBachman, L. F., and Palmer, A. S. (1996). Language testing in practice. Oxford: Oxford University Press.
  • Braney, B. (2011, April). An examination of fourth-grade teachers’ assessment literacy and its relationship to students’ reading achievement. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
  • Brown, H. D. (2003). Language assessment: Principles and classroom practices. Pearson Education.
  • Coombe, C. A., Folse, K. S., & Hubley, N. J. (2007). A practical guide to assessing English language learners. University of Michigan Press.
  • East, M. (2009). Evaluating the reliability of a detailed analytic scoring rubric for foreign language writing. Assessing Writing, 14, 88-115.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education. New York: The McGraw-Hill Companies.
  • Fulcher, G. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly, 9(2), 113-132. doi: 10.1080/15434303.2011.642041
  • Harris, D. P. (1969). Testing English as a second language. New York: McGraw-Hill.
  • Hatipoğlu, Ç. (2015). English language testing and evaluation (ELTE) training in Turkey: expectations and needs of pre-service English language teachers. ELT Research Journal, 4 (2), 111-128.
  • Hughes, A. (1989). Testing for language teachers. Cambridge: Cambridge University Press.
  • Huot, B. (1996). Toward a new theory of writing assessment. College Composition and Communication, 47, 549-566.
  • Inbar-Lourie, O. (2008). Constructing a language assessment knowledge base: A focus on language assessment courses. Language Testing, 25(3), 385-402. doi:10.1177/0265532208090158
  • Kiomrs, R., Abdolmehdi, R., & Naser, R. (2011). On the interaction of test washback and teacher assessment literacy: The case of Iranian EFL secondary school teachers. English Language Testing, 4(1), 156-161.
  • Kondal, S. (2015). The course content and materials used in Oral Communication Skills II course: students’ perspectives. ELT Research Journal, 4(4), 240-254.
  • Malone, M. E. (2011). Assessment literacy for language educators. Retrieved from http://www.cal.org/index.php/content/download/1516/15923/file/AssessmentLit eracyforLanguageEducators.pdf
  • Mede, E. & Atay, D. (2017). English language teachers’ assessment literacy: The Turkish context. Ankara Üniversitesi TÖMER Dil Dergisi, 168(1), 43-60.
  • Mertler, C. A. (2003, October). 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.
  • Munoz, A. P., Palacio, M., & Escobar, L. (2012). Teachers’ beliefs about assessment in an EFL context in Colombia. PROFILE, 14(1), 143-158.
  • Newfields, T. (2006). Teacher development and assessment literacy. Paper presented at the Proceedings of the 5th Annual JALT Pan-SIG Conference, Shizuoka, Japan (pp. 48-73). Tokai University College of Marine Science.
  • O’Sullivan, B. (2012) Assessing speaking. In C. Coombe, P. Davidson, B. O’Sullivan, and S. Stoynoff. (Eds.). The Cambridge guide to second language assessment. (pp. 234-246). Cambridge University Press, USA.
  • Ölmezer-Öztürk, E. (2018). Developing and validating language assessment knowledge scale (LAKS) and exploring the assessment knowledge of EFL teachers. Unpublished PhD Dissertation, Anadolu University, Turkey.
  • Ölmezer-Öztürk, E., Aydın, B. (2018). Investigating language assessment knowledge of EFL teachers. Hacettepe University Journal of Education. Advance online publication. doi: 10.16986/HUJE.2018043465
  • Öz, H. (2014). Turkish Teachers' Practices of Assessment for Learning in the English as a Foreign Language Classroom. Journal of Language Teaching & Research, 5(4).
  • Öz, S. & Atay, D. (2017). Turkish EFL instructors in-class language assessment literacy: Perceptions and practices. ELT Research Journal, 6(1), 25-44.
  • Pill, J., & Harding, L.(2013). Defining the language assessment literacy gap: Evidence from a parliamentary inquiry. Language Testing, 30(3), 381–402. http://dx.doi.org/10.1177/0265532213480337
  • Popham, W. J. (2009). Assessment literacy for teachers: Faddish or fundamental? Theory into Practice, 48(1), 4-11. doi: 10.1080/00405840802577536
  • Purpura, J. E. (2016). Second and foreign language assessment. The Modern Language Journal, 100(S1), 190-208.
  • Rea-Dickins, P. (2004). Understanding teachers as agents of assessment. Language Testing, 21(3), 249-258.
  • 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.
  • Stiggins, R. (1991). Assessment literacy. Phi Delta Kappan, 72, 534–539.
  • Stiggins, R. J. (2010). Essential formative assessment competencies for teachers and school leaders. In H. L. Andrade, G. J. Cizek (Eds.), Handbook of formative assessment, (pp. 233-250). New York, NY: Taylor and Francis.
  • Tao, N. (2014). Development and validation of classroom assessment literacy scales: English as a Foreign Language (EFL) teachers in a Cambodian Higher Education Setting. Unpublished PhD dissertation, Victoria University, Australia.
  • Tsagari, D. & Vogt, K. (2017). Assessment literacy of foreign language teachers around Europe: Research, challenges and future prospects. Papers in Language Testing and Assessment, 6(1), 41-63.
  • Tabachnick, B. G., Fidell, L. S., & Ullman, J. B. (2007). Using multivariate statistics (Vol. 5). Boston, MA: Pearson.
  • Vogt, K. & Tsagari, D. (2014). Assessment literacy of foreign language teachers: Findings of a European study. Language Assessment Quarterly, 11, 374-402. doi: 10.1080/15434303.2014.960046
  • Volante, L., & Fazio, X. (2007). Exploring teacher candidates’ assessment literacy: Implications for teacher education reform and professional development. Canadian Journal of Education, 30, 749–770.
  • Webb, N. (2002, April). Assessment literacy in a standards-based education setting. A paper presented at the annual meeting of the American Educational Research Association, New Orleans, Louisiana.
  • Weigle, S. C. (2002). Assessing writing. Cambridge: Cambridge University Press.
  • White, E. (2009). Are you assessment literate? Some fundamental questions regarding effective classroom-based assessment. OnCUE Journal, 3(1), 3-25.Xu, Y. & Brown, G. T. L. (2017). University English teacher assessment literacy: A survey-test report from China. Papers in Language Testing and Assessment, 6(1), 133-158.
  • Yastıbaş, Ahmet Erdost (2018). Türk İngilizce okutmanlarının yabancı dilde ölçme değerlendirme okuryazarlığı: Çoklu bir durum çalışması (Language assessment literacy of Turkish EFL instructors: A multiple case). Erzurum, Turkey: Atatürk University.

Language Assessment Literacy Level of EFL Teachers: A Focus on Writing and Speaking Assessment Knowledge of the Teachers

Year 2020, Volume: 10 Issue: 2, 274 - 291, 30.08.2020
https://doi.org/10.19126/suje.626156

Abstract

This study aims to explore Language Assessment Knowledge (LAK) level of high school EFL teachers in terms of assessment of writing and speaking. In addition, another purpose of this study is to investigate whether there is any significant effect of some demographic variables (years of teaching experience, type of undergraduate degree, attending a training course) on teachers’ assessment of writing and speaking knowledge. The previous studies focus on university or primary school context in Turkey; however, there is no study which gave place to the high school context. The study was conducted among 58 high school EFL teachers in Turkey. A demographic questionnaire with 8 questions was used for collecting certain demographic information about the teachers. Language Assessment Knowledge Scale (LAKS) which is comprised of 30 items and 2 dimensions (writing and speaking) was used for gathering the data. The data was analysed through Two-Way Multivariate Analysis of Variance (MANOVA). The results demonstrated that the teachers have high literacy knowledge in one of the sub-component fields while they have low literacy knowledge in the other field.

References

  • ReferencesBachman, L. F., and Palmer, A. S. (1996). Language testing in practice. Oxford: Oxford University Press.
  • Braney, B. (2011, April). An examination of fourth-grade teachers’ assessment literacy and its relationship to students’ reading achievement. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
  • Brown, H. D. (2003). Language assessment: Principles and classroom practices. Pearson Education.
  • Coombe, C. A., Folse, K. S., & Hubley, N. J. (2007). A practical guide to assessing English language learners. University of Michigan Press.
  • East, M. (2009). Evaluating the reliability of a detailed analytic scoring rubric for foreign language writing. Assessing Writing, 14, 88-115.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education. New York: The McGraw-Hill Companies.
  • Fulcher, G. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly, 9(2), 113-132. doi: 10.1080/15434303.2011.642041
  • Harris, D. P. (1969). Testing English as a second language. New York: McGraw-Hill.
  • Hatipoğlu, Ç. (2015). English language testing and evaluation (ELTE) training in Turkey: expectations and needs of pre-service English language teachers. ELT Research Journal, 4 (2), 111-128.
  • Hughes, A. (1989). Testing for language teachers. Cambridge: Cambridge University Press.
  • Huot, B. (1996). Toward a new theory of writing assessment. College Composition and Communication, 47, 549-566.
  • Inbar-Lourie, O. (2008). Constructing a language assessment knowledge base: A focus on language assessment courses. Language Testing, 25(3), 385-402. doi:10.1177/0265532208090158
  • Kiomrs, R., Abdolmehdi, R., & Naser, R. (2011). On the interaction of test washback and teacher assessment literacy: The case of Iranian EFL secondary school teachers. English Language Testing, 4(1), 156-161.
  • Kondal, S. (2015). The course content and materials used in Oral Communication Skills II course: students’ perspectives. ELT Research Journal, 4(4), 240-254.
  • Malone, M. E. (2011). Assessment literacy for language educators. Retrieved from http://www.cal.org/index.php/content/download/1516/15923/file/AssessmentLit eracyforLanguageEducators.pdf
  • Mede, E. & Atay, D. (2017). English language teachers’ assessment literacy: The Turkish context. Ankara Üniversitesi TÖMER Dil Dergisi, 168(1), 43-60.
  • Mertler, C. A. (2003, October). 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.
  • Munoz, A. P., Palacio, M., & Escobar, L. (2012). Teachers’ beliefs about assessment in an EFL context in Colombia. PROFILE, 14(1), 143-158.
  • Newfields, T. (2006). Teacher development and assessment literacy. Paper presented at the Proceedings of the 5th Annual JALT Pan-SIG Conference, Shizuoka, Japan (pp. 48-73). Tokai University College of Marine Science.
  • O’Sullivan, B. (2012) Assessing speaking. In C. Coombe, P. Davidson, B. O’Sullivan, and S. Stoynoff. (Eds.). The Cambridge guide to second language assessment. (pp. 234-246). Cambridge University Press, USA.
  • Ölmezer-Öztürk, E. (2018). Developing and validating language assessment knowledge scale (LAKS) and exploring the assessment knowledge of EFL teachers. Unpublished PhD Dissertation, Anadolu University, Turkey.
  • Ölmezer-Öztürk, E., Aydın, B. (2018). Investigating language assessment knowledge of EFL teachers. Hacettepe University Journal of Education. Advance online publication. doi: 10.16986/HUJE.2018043465
  • Öz, H. (2014). Turkish Teachers' Practices of Assessment for Learning in the English as a Foreign Language Classroom. Journal of Language Teaching & Research, 5(4).
  • Öz, S. & Atay, D. (2017). Turkish EFL instructors in-class language assessment literacy: Perceptions and practices. ELT Research Journal, 6(1), 25-44.
  • Pill, J., & Harding, L.(2013). Defining the language assessment literacy gap: Evidence from a parliamentary inquiry. Language Testing, 30(3), 381–402. http://dx.doi.org/10.1177/0265532213480337
  • Popham, W. J. (2009). Assessment literacy for teachers: Faddish or fundamental? Theory into Practice, 48(1), 4-11. doi: 10.1080/00405840802577536
  • Purpura, J. E. (2016). Second and foreign language assessment. The Modern Language Journal, 100(S1), 190-208.
  • Rea-Dickins, P. (2004). Understanding teachers as agents of assessment. Language Testing, 21(3), 249-258.
  • 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.
  • Stiggins, R. (1991). Assessment literacy. Phi Delta Kappan, 72, 534–539.
  • Stiggins, R. J. (2010). Essential formative assessment competencies for teachers and school leaders. In H. L. Andrade, G. J. Cizek (Eds.), Handbook of formative assessment, (pp. 233-250). New York, NY: Taylor and Francis.
  • Tao, N. (2014). Development and validation of classroom assessment literacy scales: English as a Foreign Language (EFL) teachers in a Cambodian Higher Education Setting. Unpublished PhD dissertation, Victoria University, Australia.
  • Tsagari, D. & Vogt, K. (2017). Assessment literacy of foreign language teachers around Europe: Research, challenges and future prospects. Papers in Language Testing and Assessment, 6(1), 41-63.
  • Tabachnick, B. G., Fidell, L. S., & Ullman, J. B. (2007). Using multivariate statistics (Vol. 5). Boston, MA: Pearson.
  • Vogt, K. & Tsagari, D. (2014). Assessment literacy of foreign language teachers: Findings of a European study. Language Assessment Quarterly, 11, 374-402. doi: 10.1080/15434303.2014.960046
  • Volante, L., & Fazio, X. (2007). Exploring teacher candidates’ assessment literacy: Implications for teacher education reform and professional development. Canadian Journal of Education, 30, 749–770.
  • Webb, N. (2002, April). Assessment literacy in a standards-based education setting. A paper presented at the annual meeting of the American Educational Research Association, New Orleans, Louisiana.
  • Weigle, S. C. (2002). Assessing writing. Cambridge: Cambridge University Press.
  • White, E. (2009). Are you assessment literate? Some fundamental questions regarding effective classroom-based assessment. OnCUE Journal, 3(1), 3-25.Xu, Y. & Brown, G. T. L. (2017). University English teacher assessment literacy: A survey-test report from China. Papers in Language Testing and Assessment, 6(1), 133-158.
  • Yastıbaş, Ahmet Erdost (2018). Türk İngilizce okutmanlarının yabancı dilde ölçme değerlendirme okuryazarlığı: Çoklu bir durum çalışması (Language assessment literacy of Turkish EFL instructors: A multiple case). Erzurum, Turkey: Atatürk University.
There are 41 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Eda Genç 0000-0002-8881-9445

Hacer Çalışkan This is me 0000-0002-6861-8021

Assoc. Prof. Doğan Yüksel 0000-0001-9131-3907

Publication Date August 30, 2020
Published in Issue Year 2020 Volume: 10 Issue: 2

Cite

APA Genç, E., Çalışkan, H., & Yüksel, A. P. D. (2020). Language Assessment Literacy Level of EFL Teachers: A Focus on Writing and Speaking Assessment Knowledge of the Teachers. Sakarya University Journal of Education, 10(2), 274-291. https://doi.org/10.19126/suje.626156