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In-Service University-Level EFL Instructors’ Language Assessment Literacy and Training Needs
Requerimientos de capacitación y de literacidad en evaluación de lenguas de docentes de inglés en ejercicio
DOI:
https://doi.org/10.15446/profile.v24n1.93676Keywords:
assessment training needs, Iranian context, language assessment, literacy, university English instructors (en)evaluación de lenguas, contexto iraní, docentes de inglés universitarios, literacidad, requerimientos de capacitación (es)
The study examined university-level English instructors’ assessment training experiences, classroom-based assessment practices, and assessment training needs in Iran. Sixty-eight instructors who were randomly selected through academic social networks filled out a questionnaire. Eight instructors were also interviewed. The results indicated that the instructors had received insufficient training, especially in practical aspects, because they had solely been exposed to assessment concepts and theories in the limited and impractical assessment courses offered to preservice teachers in their universities. Also, they had recurrently failed to put their limited assessment knowledge into practice. Despite this situation, they preferred to get basic rather than advanced assessment training due to personal and contextual constraints. The study bears implications for university English instructors, teacher educators, and university administrators.
Este estudio indagó sobre las necesidades y experiencias de capacitación y las prácticas de evaluación de 68 docentes de inglés universitarios iraníes. Los participantes, seleccionados al azar de redes sociales académicas, diligenciaron el cuestionario. Ocho participantes fueron entrevistados. Los resultaron mostraron que los participantes habían recibido poca capacitación, especialmente en aspectos prácticos, a través de limitados cursos diseñados para docentes en formación sobre aspectos conceptuales y teóricos. Los participantes también indicaron un consistente fracaso para poner en práctica su poco conocimiento sobre evaluación. A pesar de esto, los participantes prefieren recibir capacitación básica en lugar de una más avanzada debido a limitaciones personales y contextuales. El estudio tiene implicaciones para docentes de inglés universitarios, formadores docentes y administrativos universitarios.
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