Language Assessment Practices and Beliefs: Implications for Language Assessment Literacy

Autor/in	Giraldo, Frank
Titel	Language Assessment Practices and Beliefs: Implications for Language Assessment Literacy
Quelle	In: HOW, 26 (2019) 1, S.35-61 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0120-5927
Schlagwörter	Language Tests; Knowledge Level; Student Evaluation; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Reflection; Diaries; Alternative Assessment; Instructional Improvement; Teaching Methods; Teacher Attitudes; Language Teachers; Academic Achievement; Correlation; Peer Evaluation; Faculty Development; Evaluation Methods; Grounded Theory; Colombia + Suchen Sie Ihr Suchwort? Language test; Sprachtest; Wissensbasis; Schulnote; Studentische Bewertung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Diary; Tagebuch; Unterrichtsqualität; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Language teacher; Sprachunterricht; Schulleistung; Korrelation; Kolumbien
Abstract	This study reports the contextual Language Assessment Literacy (LAL) of five Colombian English language teachers. Two semi-structured interviews and reflective journals were used for data collection. The findings show that the teachers used varied traditional and alternative assessment instruments, assessed language and non-language constructs, used assessment information to improve teaching and learning, evaluated assessment results, and engaged students in quantitative peer assessment. As for beliefs, data show that students' success and failure in assessment were connected to past experiences, and that assessment was appropriate given a number of features. Participants' answers about LAL show a complex and multifaceted construct. Taken together, the findings serve as baseline data to further professional development in language assessment. (As Provided).
Anmerkungen	ASOCOPI, the Colombian Association of Teachers of English. Cra 27 A #53-06, oficina 405, Bogota, Colombia. +57-2115018; Fax: +57-2115018. e-mail: asocopicolombia@gmail.com; Web site: https://www.howjournalcolombia.org/index.php/how
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01