Language Assessment Literacy for Pre-Service Teachers: Course Expectations from Different Stakeholders

Autor/inn/en	Giraldo, Frank; Murcia, Daniel
Titel	Language Assessment Literacy for Pre-Service Teachers: Course Expectations from Different Stakeholders
Quelle	In: GIST Education and Learning Research Journal, (2018) 16, S.56-77 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1692-5777
Schlagwörter	Preservice Teachers; Student Attitudes; Action Research; Questionnaires; College Faculty; Specialists; Language Tests; Faculty Development; Language Teachers; Course Descriptions; Evaluation Methods; English (Second Language); Second Language Learning; Second Language Instruction; Instructional Design; Teacher Education Programs; Bilingual Education; Foreign Countries; Grounded Theory; Qualitative Research; Statistical Analysis; Colombia + Suchen Sie Ihr Suchwort? Schülerverhalten; Projektforschung; Fragebogen; Fakultät; Language test; Sprachtest; Language teacher; Sprachunterricht; Kursstrukturplan; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Bilingual teaching; Bilingualer Unterricht; Ausland; Qualitative Forschung; Statistische Analyse; Kolumbien
Abstract	In the field of applied linguistics, for the past fifteen years, there have been discussions about language assessment literacy (LAL)--the knowledge, skills, and principles related to assessing language ability--(Davies, 2008; Fulcher, 2012). However, the field lacks research on the professional development of language teachers, particularly pre-service language teachers, through training in language assessment. Our paper focuses on the preliminary findings of an action research study whose goal is to identify the impact of a language assessment course for pre-service teachers in a language teaching program in a state university in Colombia. Data collection for the diagnostic stage of the action research cycle used a multiple-choice questionnaire for student needs and wants, an open questionnaire for professors, an interview with an expert, and researchers' journals. Preliminary findings indicate that there is a need to combine theory and practice of language assessment, with an emphasis on current methodologies for language teaching, assessment in bilingual education, and local policies for assessment. The paper highlights recommendations and challenges when designing a language assessment course based on insights from existing literature and includes implications for professional development. (As Provided).
Anmerkungen	Institucion Universitaria Columbo Americana UNCA. Calle 19 # 2A - 49 Third Floor, Bogata, Columbia. Tel: +571-281-1777 Ext 1291; e-mail: gist@unica.edu.co; Web site: https://gistjournal.unica.edu.co/index.php/gist
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01