Assessment Literacy: A Study of EFL Teachers’ Assessment Knowledge, Perspectives, and Classroom Behaviors
AuthorAl Bahlani, Sara Mohammed
ESL/ EFL Assessment
Language Assessment practices
Teacher Training on Assessment
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
EmbargoRelease after 12/01/2019
AbstractTeacher assessment literacy is essential to the success of teaching (T. H. Wang et al., 2008), the quality of student learning (DeLuca, Klinger, Searle, & Shulha, 2010; Mertler, 2004; White, 2009) and student learning motivation (Alkharusi, 2013; Dorman & Knightley, 2006). However, studies have consistently shown inadequate levels of assessment literacy for both pre-service and in-service teachers in language teaching and general education (Alkharusi, 2011; Malone, 2013; Mertler & Campbel1, 2005; Plake & Impara, 1992). This dissertation research aims to understand the current state of EFL teacher assessment literacy in six colleges of applied sciences in Oman by investigating teacher self-perceived language assessment literacy (competence and frequency of practice) as well as assessment knowledge and practice in the classroom. Its theoretical framework are Brookhart’s (2011) contemporary conceptualizations of formative assessment, Eyal’s (2012) discussion of digital assessment literacy as an important component in measuring teacher assessment literacy and Alkharusi’s (2009; 2010) methodological approach to investigating assessment literacy. This study implements a mixed-method approach using a triangulation of five data sources including self-assessment surveys, a language assessment knowledge test, an assessment evaluation task, classroom observations with a focus on teacher-produced assessment tasks, and teacher interviews. Multivariate analyses were used to examine relations between assessment literacy and participant background characteristics, such as gender, academic preparation, teaching experience, experience as coordinators, pre-service training, and in-service training. Research findings point to strengths and weaknesses in EFL teacher assessment literacy as well as matches and mismatches between teachers’ self-perceived assessment literacy and demonstrated assessment knowledge. Overall EFL teachers view themselves as moderately competent in language assessment. The variable with the strongest effect on teacher’s assessment literacy was pre-service training in assessment. The study discusses implications of research findings and offers suggestions for EFL teacher preparation programs, teaching institutions, and future research.
Degree ProgramGraduate College
Second Language Acquisition & Teaching
Degree GrantorUniversity of Arizona
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