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Evaluating an Online Assessment Course: Teachers’ Voices on Their Language Assessment Literacy
Análisis de un curso en línea sobre evaluación: voces de docentes sobre su literacidad en evaluación de lenguas
DOI:
https://doi.org/10.15446/profile.v27n1.113304Keywords:
assessment literacy, language assessment literacy, language testing, teachers’ professional development (en)desarrollo profesional docente, evaluación de lenguas extranjeras, literacidad en evaluación, literacidad en evaluación de lenguas (es)
This article reports a mixed-methods case study on English language teachers’ evaluation of an online assessment course and their language assessment literacy. Our goal was to examine the teachers’ perceptions of the contents, activities, and the impact of the course on their professional development. For data collection, we used a questionnaire and a focus group interview. Results indicate that teachers welcomed all course contents, especially for assessing learners with special needs and integrated-skills assessment. Regarding activities, the teachers favored test analysis and construction while seeing statistics as irrelevant to their contexts. In terms of professional development, teachers reported reflection on prior assessments and improvements for future assessments. In conclusion, the online course contributed to teachers’ knowledge and skills in language assessment.
Este estudio de casos mixto analizó un curso de evaluación en línea y su impacto en la literacidad evaluativa de docentes de inglés. A través de un cuestionario y una entrevista grupal, se exploraron percepciones sobre contenidos, actividades y su contribución al desarrollo profesional. Los profesores valoraron la evaluación de estudiantes con necesidades especiales y la evaluación integrada, destacando actividades de análisis y diseño de instrumentos, mientras que consideraron irrelevante la estadística para sus contextos. En general, el curso fortaleció sus conocimientos y habilidades en evaluación de idiomas.
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1. Jing Zhang, Guoxing Yu, William Browne. (2025). Teachers’ language assessment literacy: Exploring its construct and contextual factors. Studies in Educational Evaluation, 87, p.101525. https://doi.org/10.1016/j.stueduc.2025.101525.
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Copyright (c) 2025 Frank Giraldo, Xun Yan
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