A Post-Positivist and Interpretive Approach to Researching Teachers’ Language Assessment Literacy

Published

2020-01-01

Un enfoque post-positivista e interpretativo para investigar la literacidad en evaluación de lenguas de docentes

Keywords:

Language assessment, language assessment literacy, language testing, language testing research, teacher professional development (en)
desarrollo profesional docente, evaluación de lenguas, investigación en la evaluación de lenguas, literacidad en la evaluación de lenguas (es)

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Authors

Frank Giraldo Universidad de Caldas

Abstract (en)
Abstract (es)

The language assessment literacy of English language teachers has been one of the topics of discussion in the language testing field. In this article, I focus on the need to expand research constructs and methodologies to understand, in depth, the language assessment literacy for these key players in language assessment. I first explain the need to focus on language teachers and examine current challenges in researching language assessment literacy. Then, I reflect on how post-positivist, interpretive research constructs and methodologies can expand and why they should. If this happens, research might yield more valid, useful data to unveil the complexities of language assessment literacy for language teachers. That data can provide valuable feedback to advance teachers’ professional development through language assessment literacy.

La literacidad en evaluación de los docentes de idiomas ha sido un tema de discusión en el campo de la evaluación de lenguas. En este artículo, discuto la necesidad de expandir los constructos y metodologías de investigación para así entender la literacidad en evaluación de estos actores centrales en la evaluación de lenguas. Para ello, primero explico la necesidad del enfoque en estos docentes y analizo retos recientes en la investigación sobre literacidad en evaluación. Seguidamente, hago una reflexión sobre cómo los constructos y metodologías post-positivistas e interpretativas se pueden expandir y por qué lo deberían hacer. Si esto sucede, las investigaciones podrían arrojar datos más válidos y útiles para revelar la complejidad de la literacidad en evaluación para docentes de lengua; a su vez, esta retroalimentación puede ser valiosa para avanzar en el desarrollo profesional docente a través de la literacidad en evaluación.

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