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English Language Teachers’ Perceived Classroom Assessment Knowledge and Practice: Developing and Validating a Scale
Percepciones de docentes de inglés sobre el conocimiento y la práctica de la evaluación en el aula: desarrollo y validación de una escala
DOI:
https://doi.org/10.15446/profile.v24n2.90518Keywords:
classroom assessment, classroom-based language assessment literacy, English as a foreign language teachers, scale development (en)desarrollo de escalas, evaluación en el aula, evaluación del lenguaje en el aula, literacidad, profesores de inglés (es)
This study sought to develop and validate a classroom-based language assessment literacy scale to measure teachers’ perceived classroom-based assessment knowledge and practice. Exploratory factor analysis revealed that the scale items clustered around four factors: (a) purposes of assessment and grading, (b) assessment ethics, (c) student involvement in assessment, and (d) feedback and assessment interpretation. Moreover, the scale was administered to 348 Iranian English as a foreign language teachers. The findings showed that the majority reported to be literate in classroom-based language assessment and agreed to the allocation of more space to classroom-based language assessment in teacher education courses. The findings suggest that the newly-developed scale can serve as a valid and reliable tool to explore language teachers’ classroom-based assessment literacy.
Este estudio desarrolló y validó una escala de literacidad de evaluación del lenguaje para identificar las percepciones de 348 docentes de inglés iraníes sobre el conocimiento y la práctica de la evaluación en el aula. Los ítems de la escala se dividieron en: a) propósitos de evaluación y calificación, b) ética de la evaluación, c) participación de los estudiantes en la evaluación y d) retroalimentación e interpretación de la evaluación. Varios participantes informaron ser competentes en la evaluación del lenguaje en el aula y estuvieron de acuerdo con asignar más tiempo para este aspecto en los cursos de formación docente. La escala desarrollada puede ser una herramienta válida y confiable para explorar la competencia de evaluación en el aula de los profesores de idiomas.
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1. Xiaoli Su, Hongbiao Yin, Icy Lee. (2024). Let a hundred flowers bloom: Towards a coexistence of paradigms in language assessment literacy. Linguistics and Education, 84, p.101346. https://doi.org/10.1016/j.linged.2024.101346.
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Copyright (c) 2022 Zia Tajeddin, Zari Saeedi, Vahid Panahzadeh
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