Research Article
BibTex RIS Cite

Year 2025, Volume: 14 Issue: 1, 1 - 22, 30.06.2025
https://doi.org/10.71362/eltrj.1655789

Abstract

References

  • Assessment Reform Group. (2002). Assessment for learning: 10 principles. Qualifications and Curriculum Authority. http://www.qca.org.uk/libraryAssets/media/4031_afl_principles.pdf
  • Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman and Company.
  • Bauch, P. A. (1984). The impact of teachers’ instructional beliefs on their teaching: Implications for research and practice (ERIC Document Reproduction Service No. ED252954). ERIC. https://eric.ed.gov/?id=ED252954
  • Bryman, A. (2008). Social research methods. Oxford University Press.
  • Bell, B., & Cowie, B. (2001). Formative assessment and science education. Springer.
  • Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102
  • Black, P., & Wiliam, D. (2018). Inside the black box: Raising standards through classroom assessment. Routledge.
  • Boers, F., & Lindstromberg, S. (2008). Cognitive linguistic approaches to teaching vocabulary and phraseology. Mouton de Gruyter.
  • Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. ASCD.
  • Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). SAGE Publications.
  • Cameron, L. (2003). Metaphor in educational discourse. Bloomsbury.
  • Crawford, K. (2019). Assessment and learning in the language classroom. Cambridge University Press.
  • Derrich, J., & Ecclestone, K. (2006). Formative assessment in adult literacy, language, and numeracy programmes: A literature review for the OECD [Unpublished manuscript]. Organisation for Economic Co-operation and Development.
  • Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.
  • Denzin, N. K., & Lincoln, Y. S. (2018). The SAGE handbook of qualitative research (5th ed.). SAGE Publications. Davison, C. (2004). The contradictory culture of teacher-based assessment: ESL teacher assessment practices in Australia and Hong Kong secondary schools. Language Testing, 21(3), 305–334. https://doi.org/10.1191/0265532204lt287oa
  • Earl, L. (2003). Assessment as learning: Using classroom assessment to maximize student learning. Corwin Press.
  • Elder, C., & Harding, L. (2008). Language testing and English as an international language: Constraints and contributions. Australian Review of Applied Linguistics, 31(3), 34.1–34.17. https://doi.org/10.1075/aral.31.3.03eld
  • Gallagher, C., & Worth, P. (2008). Formative assessment policies, programs, and practices in the Southwest Region (Issues & Answers Report, REL 2008–No. 041). National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. http://ies.ed.gov/ncee/edlabs
  • Gist, M. E., & Mitchell, T. R. (1992). Self-efficacy: A theoretical analysis of its determinants and malleability. Academy of Management Review, 17(2), 183-211. https://doi.org/10.2307/258770
  • Gorrell, J., & Dharmadasa, K. H. (1994). Perceived self-efficacy of preservice and inservice Sri Lankan teachers. International Education, 24, 23–36.
  • Graves, K. (2000). Designing language courses: A guide for teachers. Heinle & Heinle.
  • Guskey, T. R. (1987). Context variables that affect measures of teacher efficacy. The Journal of Educational Research, 81(1), 41–47. https://doi.org/10.1080/00220671.1987.10885795
  • Heritage, M. (2007). Formative assessment: What do teachers need to know and do? Phi Delta Kappan, 89(2), 140–145. https://doi.org/10.1177/003172170708900210
  • Huang, S. L. (1997). The domestic situations and prospection of the study of teachers’ beliefs. Journal of Humanity and Society of National Chung-Hsing University, 6, 135-152.
  • Krueger, R. A., & Casey, M. A. (2015). Focus groups: A practical guide for applied research (5th ed.). SAGE Publications.
  • Lakoff, G., & Johnson, M. (1980). Metaphors we live by. The University of Chicago Press.
  • Lalik, R., & Potts, A. (2001). Social reconstructivism as a framework for literacy teacher education. In C. M. Roller (Ed.), Learning to teach reading: Setting the research agenda (pp. 119–135). International Reading Association.
  • Lambert, D., & Lines, D. (2000). Understanding assessment: Purposes, perceptions, practice. Routledge Falmer. Leahy, S., Lyon, C., Thompson, M., & Wiliam, D. (2005). Classroom assessment: Minute by minute, day by day. Educational Leadership, 63(3), 18–24. https://www.ascd.org/el/articles/classroom-assessment-minute-by-minute-day-by-day
  • Lin, S. S. J., & Tsai, C. C. (1999). Teaching efficacy along the development of teaching expertise among science and math teachers in Taiwan (ERIC Document Reproduction Service No. ED445905). ERIC. https://eric.ed.gov/?id=ED445905
  • Leung, C. (2014). Classroom-based assessment issues for language teacher education. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 1075–1081). Wiley-Blackwell. https://doi.org/10.1002/9781405198431.wbeal0677
  • Liu, J., & Xu, Y. (2017). Understanding language assessment: From theory to practice. Routledge.
  • Littlemore, J. (2019). Metaphor, cognition, and communication. Cambridge University Press.
  • Mertler, C. A. (2004). Secondary Teachers’ Assessment Literacy: Does Classroom Experience Make A Difference? American Secondary Education, 33(1), 49–64. http://www.jstor.org/stable/41064623
  • McMillan, J. H. (2014). Classroom assessment: Principles and practice for effective standards-based instruction (6th ed.). Pearson.
  • McNamara, T., & Shohamy, E. (2008). Language testing: The social dimension. Blackwell.
  • Popham, W. J. (1999). Where large-scale assessment is heading and why it shouldn’t. Educational Measurement: Issues and Practice, 18(3), 13–17. https://doi.org/10.1111/j.1745-3992.1999.tb00267.x
  • Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge University Press.
  • Remesal, A. (2011). Primary and secondary teachers’ conceptions of assessment: A qualitative study. Teaching and Teacher Education, 27, 472-482. https://doi.org/10.1016/j.tate.2010.09.017
  • Sharpley, C. F., & Edgar, E. (1986). Teachers’ ratings vs. standardized tests: An empirical investigation of agreement between two indices of achievement. Psychology in the Schools, 23(1), 106–111. https://doi.org/10.1002/1520-6807(198601)23:1<106::AID-PITS2310230117>3.0.CO;2-C
  • Scarino, A. (2013). Language assessment literacy for teachers. In C. Chapelle (Ed.), Encyclopedia of applied linguistics (pp. 347–352). Springer. https://doi.org/10.1007/978-94-007-6177-4_47
  • Shakespeare, W. (1623/2007). As you like it (W. Carroll, Ed.). Cambridge University Press. Shohamy, E. (2001). The power of tests: A critical perspective on the uses of language tests. Pearson Education.
  • Stiggins, R. J. (2002). Where is our assessment future and how can we get there from here? In R. W. Lissitz & W. D. Schafer (Eds.), Assessment in educational reform: Both means and ends (pp. 112-125). Allyn & Bacon.
  • Sahinkarakas, S. (2012). The role of teaching experience on teachers’ perceptions of language assessment. Procedia - Social and Behavioral Sciences, 47, 1787–1792. https://doi.org/10.1016/j.sbspro.2012.06.901
  • Saban, A., Koçbeker, B., & Saban, A. (2006). The metaphorical images of the teacher: A study on preservice teachers in Turkey. Teaching and Teacher Education, 22(3), 402-413. https://doi.org/10.1016/j.tate.2005.11.011
  • Taylor, S. J., & Bogdan, R. (1984). Introduction to qualitative research methods: The search for meanings. John Wiley & Sons.
  • Wishon, P., Crabtree, K., & Jones, M. (1998). Curriculum for the primary years: An integrative approach. Merrill. Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers’ sense of efficacy and beliefs about control. Journal of Educational Psychology, 82, 81-91. https://doi.org/10.1037/0022-0663.82.1.81
  • Xu, Y., & Brown, G. T. L. (2016). Teacher assessment literacy in practice. Teaching and Teacher Education, 58, 149–162. https://doi.org/10.1016/j.tate.2016.04.008
  • Yin, M. (2010). Understanding classroom language assessment through teacher thinking research. Language Assessment Quarterly, 7(2), 175–194. https://doi.org/10.1080/15434300903447736
  • Zhang, Y., & Waring, R. (2018). Learning vocabulary in another language (2nd ed.). Cambridge University Press.

How Teaching Experience Shapes EFL Teachers’ Language Assessment Beliefs: A Case Study

Year 2025, Volume: 14 Issue: 1, 1 - 22, 30.06.2025
https://doi.org/10.71362/eltrj.1655789

Abstract

This qualitative research explored the beliefs of 30 EFL teachers at a preparatory school regarding their understanding of language assessment, with a focus on whether these beliefs varied based on their teaching experience. To achieve this, teachers were divided into three categories: novice, experienced, and expert, and asked to describe ‘language assessment’ using metaphors. These metaphors, collected through written descriptions, were analyzed and categorized into themes. The identified themes were then compared with insights gathered from semi-structured focus group interviews to examine the influence of teaching experience on teachers’ assessment beliefs. The analysis revealed four main themes: assessment as a summative tool, a formative tool, a tool for washback effect, and a reflection of self-efficacy. The findings were discussed in relation to how teaching experience shapes EFL teachers’ beliefs about language assessment at this foundation university’s preparatory school.

References

  • Assessment Reform Group. (2002). Assessment for learning: 10 principles. Qualifications and Curriculum Authority. http://www.qca.org.uk/libraryAssets/media/4031_afl_principles.pdf
  • Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman and Company.
  • Bauch, P. A. (1984). The impact of teachers’ instructional beliefs on their teaching: Implications for research and practice (ERIC Document Reproduction Service No. ED252954). ERIC. https://eric.ed.gov/?id=ED252954
  • Bryman, A. (2008). Social research methods. Oxford University Press.
  • Bell, B., & Cowie, B. (2001). Formative assessment and science education. Springer.
  • Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102
  • Black, P., & Wiliam, D. (2018). Inside the black box: Raising standards through classroom assessment. Routledge.
  • Boers, F., & Lindstromberg, S. (2008). Cognitive linguistic approaches to teaching vocabulary and phraseology. Mouton de Gruyter.
  • Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. ASCD.
  • Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). SAGE Publications.
  • Cameron, L. (2003). Metaphor in educational discourse. Bloomsbury.
  • Crawford, K. (2019). Assessment and learning in the language classroom. Cambridge University Press.
  • Derrich, J., & Ecclestone, K. (2006). Formative assessment in adult literacy, language, and numeracy programmes: A literature review for the OECD [Unpublished manuscript]. Organisation for Economic Co-operation and Development.
  • Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.
  • Denzin, N. K., & Lincoln, Y. S. (2018). The SAGE handbook of qualitative research (5th ed.). SAGE Publications. Davison, C. (2004). The contradictory culture of teacher-based assessment: ESL teacher assessment practices in Australia and Hong Kong secondary schools. Language Testing, 21(3), 305–334. https://doi.org/10.1191/0265532204lt287oa
  • Earl, L. (2003). Assessment as learning: Using classroom assessment to maximize student learning. Corwin Press.
  • Elder, C., & Harding, L. (2008). Language testing and English as an international language: Constraints and contributions. Australian Review of Applied Linguistics, 31(3), 34.1–34.17. https://doi.org/10.1075/aral.31.3.03eld
  • Gallagher, C., & Worth, P. (2008). Formative assessment policies, programs, and practices in the Southwest Region (Issues & Answers Report, REL 2008–No. 041). National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. http://ies.ed.gov/ncee/edlabs
  • Gist, M. E., & Mitchell, T. R. (1992). Self-efficacy: A theoretical analysis of its determinants and malleability. Academy of Management Review, 17(2), 183-211. https://doi.org/10.2307/258770
  • Gorrell, J., & Dharmadasa, K. H. (1994). Perceived self-efficacy of preservice and inservice Sri Lankan teachers. International Education, 24, 23–36.
  • Graves, K. (2000). Designing language courses: A guide for teachers. Heinle & Heinle.
  • Guskey, T. R. (1987). Context variables that affect measures of teacher efficacy. The Journal of Educational Research, 81(1), 41–47. https://doi.org/10.1080/00220671.1987.10885795
  • Heritage, M. (2007). Formative assessment: What do teachers need to know and do? Phi Delta Kappan, 89(2), 140–145. https://doi.org/10.1177/003172170708900210
  • Huang, S. L. (1997). The domestic situations and prospection of the study of teachers’ beliefs. Journal of Humanity and Society of National Chung-Hsing University, 6, 135-152.
  • Krueger, R. A., & Casey, M. A. (2015). Focus groups: A practical guide for applied research (5th ed.). SAGE Publications.
  • Lakoff, G., & Johnson, M. (1980). Metaphors we live by. The University of Chicago Press.
  • Lalik, R., & Potts, A. (2001). Social reconstructivism as a framework for literacy teacher education. In C. M. Roller (Ed.), Learning to teach reading: Setting the research agenda (pp. 119–135). International Reading Association.
  • Lambert, D., & Lines, D. (2000). Understanding assessment: Purposes, perceptions, practice. Routledge Falmer. Leahy, S., Lyon, C., Thompson, M., & Wiliam, D. (2005). Classroom assessment: Minute by minute, day by day. Educational Leadership, 63(3), 18–24. https://www.ascd.org/el/articles/classroom-assessment-minute-by-minute-day-by-day
  • Lin, S. S. J., & Tsai, C. C. (1999). Teaching efficacy along the development of teaching expertise among science and math teachers in Taiwan (ERIC Document Reproduction Service No. ED445905). ERIC. https://eric.ed.gov/?id=ED445905
  • Leung, C. (2014). Classroom-based assessment issues for language teacher education. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 1075–1081). Wiley-Blackwell. https://doi.org/10.1002/9781405198431.wbeal0677
  • Liu, J., & Xu, Y. (2017). Understanding language assessment: From theory to practice. Routledge.
  • Littlemore, J. (2019). Metaphor, cognition, and communication. Cambridge University Press.
  • Mertler, C. A. (2004). Secondary Teachers’ Assessment Literacy: Does Classroom Experience Make A Difference? American Secondary Education, 33(1), 49–64. http://www.jstor.org/stable/41064623
  • McMillan, J. H. (2014). Classroom assessment: Principles and practice for effective standards-based instruction (6th ed.). Pearson.
  • McNamara, T., & Shohamy, E. (2008). Language testing: The social dimension. Blackwell.
  • Popham, W. J. (1999). Where large-scale assessment is heading and why it shouldn’t. Educational Measurement: Issues and Practice, 18(3), 13–17. https://doi.org/10.1111/j.1745-3992.1999.tb00267.x
  • Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge University Press.
  • Remesal, A. (2011). Primary and secondary teachers’ conceptions of assessment: A qualitative study. Teaching and Teacher Education, 27, 472-482. https://doi.org/10.1016/j.tate.2010.09.017
  • Sharpley, C. F., & Edgar, E. (1986). Teachers’ ratings vs. standardized tests: An empirical investigation of agreement between two indices of achievement. Psychology in the Schools, 23(1), 106–111. https://doi.org/10.1002/1520-6807(198601)23:1<106::AID-PITS2310230117>3.0.CO;2-C
  • Scarino, A. (2013). Language assessment literacy for teachers. In C. Chapelle (Ed.), Encyclopedia of applied linguistics (pp. 347–352). Springer. https://doi.org/10.1007/978-94-007-6177-4_47
  • Shakespeare, W. (1623/2007). As you like it (W. Carroll, Ed.). Cambridge University Press. Shohamy, E. (2001). The power of tests: A critical perspective on the uses of language tests. Pearson Education.
  • Stiggins, R. J. (2002). Where is our assessment future and how can we get there from here? In R. W. Lissitz & W. D. Schafer (Eds.), Assessment in educational reform: Both means and ends (pp. 112-125). Allyn & Bacon.
  • Sahinkarakas, S. (2012). The role of teaching experience on teachers’ perceptions of language assessment. Procedia - Social and Behavioral Sciences, 47, 1787–1792. https://doi.org/10.1016/j.sbspro.2012.06.901
  • Saban, A., Koçbeker, B., & Saban, A. (2006). The metaphorical images of the teacher: A study on preservice teachers in Turkey. Teaching and Teacher Education, 22(3), 402-413. https://doi.org/10.1016/j.tate.2005.11.011
  • Taylor, S. J., & Bogdan, R. (1984). Introduction to qualitative research methods: The search for meanings. John Wiley & Sons.
  • Wishon, P., Crabtree, K., & Jones, M. (1998). Curriculum for the primary years: An integrative approach. Merrill. Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers’ sense of efficacy and beliefs about control. Journal of Educational Psychology, 82, 81-91. https://doi.org/10.1037/0022-0663.82.1.81
  • Xu, Y., & Brown, G. T. L. (2016). Teacher assessment literacy in practice. Teaching and Teacher Education, 58, 149–162. https://doi.org/10.1016/j.tate.2016.04.008
  • Yin, M. (2010). Understanding classroom language assessment through teacher thinking research. Language Assessment Quarterly, 7(2), 175–194. https://doi.org/10.1080/15434300903447736
  • Zhang, Y., & Waring, R. (2018). Learning vocabulary in another language (2nd ed.). Cambridge University Press.
There are 49 citations in total.

Details

Primary Language English
Subjects English As A Second Language
Journal Section Articles
Authors

Fikri Geçkinli 0000-0002-3572-5939

Publication Date June 30, 2025
Submission Date March 11, 2025
Acceptance Date May 19, 2025
Published in Issue Year 2025 Volume: 14 Issue: 1

Cite

APA Geçkinli, F. (2025). How Teaching Experience Shapes EFL Teachers’ Language Assessment Beliefs: A Case Study. ELT Research Journal, 14(1), 1-22. https://doi.org/10.71362/eltrj.1655789