Refining the Assessment Literacy Competence among K12 EFL Teachers

Özlem Doğan; Burcu Ünal

doi:10.17275/per.24.59.11.4

EN

Refining the Assessment Literacy Competence among K12 EFL Teachers

Abstract

Language assessment literacy as a relatively new term denotes teachers’ understanding of the assessment construct both theoretically and practically. Given the importance of assessment in the teaching and learning process, the main purpose of the current study is to investigate the general and skill-based language assessment literacy levels of EFL teachers working at K12 schools in Türkiye and to analyse their needs both in pre-service and in-service years. Considering the purpose of the study, a mixed-method research design was employed. At the initial phase of the study, the quantitative data were collected by means of the Language Assessment Knowledge Scale (LAKS), and 272 EFL teachers working at K12 schools in Türkiye participated. Descriptive and inferential analyses were run, and results showed that the participants’ mean score in LAKS was 31.59 out of 60. The participants demonstrated the highest level of knowledge in assessing reading, while assessing listening was identified as the area where teachers had the least expertise. In the second phase, semi-structured interviews were conducted with volunteers to learn more about the teachers’ opinions on language assessment knowledge and their needs. Qualitative findings complemented the findings from the questionnaire by revealing details about the reasons of the participants’ scores in LAK scale.

Keywords

assessment literacy, K12 teachers, language teacher needs;, pre-service and in-service teacher education

Ethical Statement

The formal ethics approval was granted by the Social and Human Sciences Research and Publication Ethics Committee of Yıldız Technical University.

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Details

Primary Language

English

Subjects

Applied and Developmental Psychology (Other)

Journal Section

Research Article

Authors

Özlem Doğan
0009-0007-0468-1973
Türkiye

Burcu Ünal ^*
0000-0002-6345-6430
Türkiye

Early Pub Date

July 14, 2024

Publication Date

July 7, 2024

Submission Date

November 23, 2023

Acceptance Date

July 1, 2024

Published in Issue

Year 2024 Volume: 11 Number: 4

DOI

https://doi.org/10.17275/per.24.59.11.4

IZ

https://izlik.org/JA58JM29HY

APA

Doğan, Ö., & Ünal, B. (2024). Refining the Assessment Literacy Competence among K12 EFL Teachers. Participatory Educational Research, 11(4), 250-266. https://doi.org/10.17275/per.24.59.11.4

AMA

1.Doğan Ö, Ünal B. Refining the Assessment Literacy Competence among K12 EFL Teachers. PER. 2024;11(4):250-266. doi:10.17275/per.24.59.11.4

Chicago

Doğan, Özlem, and Burcu Ünal. 2024. “Refining the Assessment Literacy Competence Among K12 EFL Teachers”. Participatory Educational Research 11 (4): 250-66. https://doi.org/10.17275/per.24.59.11.4.

EndNote

Doğan Ö, Ünal B (July 1, 2024) Refining the Assessment Literacy Competence among K12 EFL Teachers. Participatory Educational Research 11 4 250–266.

IEEE

[1]Ö. Doğan and B. Ünal, “Refining the Assessment Literacy Competence among K12 EFL Teachers”, PER, vol. 11, no. 4, pp. 250–266, July 2024, doi: 10.17275/per.24.59.11.4.

ISNAD

Doğan, Özlem - Ünal, Burcu. “Refining the Assessment Literacy Competence Among K12 EFL Teachers”. Participatory Educational Research 11/4 (July 1, 2024): 250-266. https://doi.org/10.17275/per.24.59.11.4.

JAMA

1.Doğan Ö, Ünal B. Refining the Assessment Literacy Competence among K12 EFL Teachers. PER. 2024;11:250–266.

MLA

Doğan, Özlem, and Burcu Ünal. “Refining the Assessment Literacy Competence Among K12 EFL Teachers”. Participatory Educational Research, vol. 11, no. 4, July 2024, pp. 250-66, doi:10.17275/per.24.59.11.4.

Vancouver

1.Özlem Doğan, Burcu Ünal. Refining the Assessment Literacy Competence among K12 EFL Teachers. PER. 2024 Jul. 1;11(4):250-66. doi:10.17275/per.24.59.11.4