EFL in-service teachers' self-reported perspectives on English language assessment
Date
Authors
Larenas, Claudio Díaz
Tagle-Ochoa, Tania
Ortiz-Navarrete, Mabel
Gómez Paniagua, Juan Fernando
Tagle-Ochoa, Tania
Ortiz-Navarrete, Mabel
Gómez Paniagua, Juan Fernando
Authors
Date
Datos de publicación:
10.4067/s0719-51762022000100040
Keywords
Assessment Skills - Classroom Assessment Practices - English Language Assessment - In-service Teachers' Perceptions - Language Assessment Literacy
Collections
Abstract
The purpose of the following quantitative non-experimental and cross-sectional research study is to examine in-service teachers' perceived views, skills, and practices towards the assessment of the English language. A sample of 315 in-service Chilean teachers took part in this study and data was collected through the Classroom Assessment Practices and Skills (CAPS) scale. Descriptive statistics and exploratory factor analysis were used to analyze the results. Findings indicated that in-service teachers perceived monitoring students' learning as the purpose of assessment and agreed on the importance of diagnostic exams. Participants also considered making sure tests included all content taught and the use of assessment results for planning, as strong skills. Finally, the in-service teachers' most frequent practices were associated with the design and feedback of assessment instruments. © 2022 Elsevier B.V., All rights reserved.
Description
Keywords
Assessment Skills , Classroom Assessment Practices , English Language Assessment , In-service Teachers' Perceptions , Language Assessment Literacy
Citation
10.4067/s0719-51762022000100040