Linking Learners' Perspectives on Language Assessment Practices to Teachers' Assessment Literacy Enhancement (TALE): Insights from Four European Countries

Autor/inn/en	Vogt, Karin; Tsagari, Dina; Csépes, Ildikó
Titel	Linking Learners' Perspectives on Language Assessment Practices to Teachers' Assessment Literacy Enhancement (TALE): Insights from Four European Countries
Quelle	In: Language Assessment Quarterly, 17 (2020) 4, S.410-433 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
DOI	10.1080/15434303.2020.1776714
Schlagwörter	Student Attitudes; Secondary School Students; Adolescents; Assessment Literacy; Language Teachers; English (Second Language); Second Language Learning; Formative Evaluation; Feedback (Response); Teacher Attitudes; Language Skills; Comparative Education; Needs Assessment; Foreign Countries; Cyprus; Greece; Germany; Hungary + Suchen Sie Ihr Suchwort? Schülerverhalten; Sekundarschüler; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Lehrerverhalten; Language skill; Sprachkompetenz; Vergleichende Erziehungswissenschaft; Bedarfsermittlung; Ausland; Zypern; Griechenland; Deutschland; Ungarn
Abstract	This article presents results from a needs analysis survey conducted in the first year of a European-funded project entitled 'Teachers' Assessment Literacy Enhancement (TALE)'. The survey questionnaire used asked 1788 learners of English in Cyprus, Germany, Greece and Hungary about their experiences of assessment; which of these they considered conducive to learning and the role feedback played as an instrument of formative assessment. Further questionnaire data from their 658 teachers were included in the data analysis. The results showed that practices differed across contexts. Overall, both learners and teachers reported a wide range of skills and areas to be assessed in the EFL classroom with writing, followed by speaking, being assessed the most. Based on the perceptions reported by the learners, the assessment types used revealed rather traditional approaches with frequent use of e.g. discrete-point tests with closed answers, extended writing and translation. The learners appeared to regard these types of assessment to be supportive of their learning. Feedback given was mostly restricted to marks and brief comments. The perceptions on feedback practices varied among teachers and their learners. Results of the needs analysis were taken as the basis of the online course design for enhancing teachers' language assessment literacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01