EFL TEACHERS’ ASSESSMENT LITERACY

Ida Isnawati(1*),

(1) Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung, Indonesia
(*) Corresponding Author

Abstract


Due to the importance of assessing students’ learning, teachers have to allocate specific time for assessment during the teaching-learning process. For the sake of implementing effective assessment, adequate knowledge and skills of teachers in assessment are badly needed. However, there is an important question related to teachers’ knowledge and skills in assessment, “Do EFL teachers have a good understanding of effective assessment for their students?” This study tried to answer such curiosity by conducting a survey assessment literacy of EFL teachers. The EFL teachers involved in this study were English teachers at several secondary schools in an Indonesian context and the information on their assessment literacy was obtained through a set of Assessment Literacy Inventory (ALI). It was found from this study that the EFL teachers’ assessment literacy was relatively low, indicating their limited knowledge and skills in assessment. Consequently, more continuous and ongoing training, workshop and other teacher professional development are essential to improve the EFL teachers’ assessment literacy.


Keywords


assessment, assessment literacy, EFL learning, English teachers

Full Text:

PDF

References


Aria, D., Sukyadi, D., & Kurniawan, E. (2021). Teacher assessment literacy: Indonesian EFL secondary teachers’ self-perceived on classroom-based assessment practice. English Review: Journal of English Education, 10(1), 15-26. https://doi.org/10.25134/erjee.v10i1.5349

Ashraf, H., & Zolfaghari, S. (2018). EFL teachers’ assessment literacy and their reflective teaching. International Journal of Instruction, 11(1), 425-436. https://doi.org/10.12973/iji.2018.11129a

Dunn, K.E., & Mulvenon, S.W. (2009). A critical review of research on formative assessment: The limited scientific evidence of the impact of formative assessment in education. Practical Assessment, Research & Evaluation, 14(7), 1-11. https://doi.org/10.7275/jg4h-rb87

Fulcher, G. (2012): Assessment literacy for the language classroom. Language Assessment Quarterly, 9(2), 113-132. https://doi.org/10.1080/15434303.2011.642041

Gareis, C. R., & Grant, L.W. (2015). Assessment literacy for teacher candidates: A focused approach. The Teacher Educators Journal, 2015, 4-21.

Giraldo, F. (2018). Language assessment literacy: Implications for language teachers. Profile: Issues in Teachers’ Professional Development, 20(1), 179-195. https://doi.org/10.15446/profile.v20n1.62089

Girgla, A., Good, L., Krstic, S., McGinley, B., Richardson, S., Sneidze-Gregory, S., & Star, J. (2021). Developing a teachers’ assessment literacy and design competence framework. Camberwell: Australian Council for Educational Research. https://research.acer.edu.au/ar_misc/61

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational
Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487

Herrera, L., & Macías, D. (2015). A call for language assessment literacy in the education and development of teachers of English as a foreign language. Colombian Applied Linguistics Journal, 17(2), 302-312. https://doi.org/10.14483/udistrital.jour.calj.2015.2.a09

Hidri, S. (2021). Language assessment literacy where to go? In S. Hidri (Ed.), Language assessment literacy (pp. 3-12). NewYork: Routledge

Isnawati, I., & Saukah, A. (2017). Teachers’ grading decision-making. TEFLIN Journal, 28(2), 155-167. http://dx.doi.org/10.15639/teflinjournal.v28i2/155-169

Kanjee, A., & Mtembu, J. (2015). Assessment literacy of foundation phase teachers: An exploratory study. South African Journal of Childhood Education 5(1), 125-141. http://dx.doi.org/10.4102/sajce.v5i1.354

Koh, K. H. (2011) Improving teachers’ assessment literacy through professional development. Teaching Education, 22(3), 255-276. https://doi.org/10.1080/10476210.2011.593164

Luthfiyyah, R., Basyari, I. W., & Dwiniasih. (2020). EFL secondary teachers’ assessment literacy: Assessment conceptions and practices. Journal on English as a Foreign Language, 10(2), 402-421. https://doi.org/10.23971/jefl.v10i2.210

Mellati, M., & Khademi, M. (2018). Exploring teachers’ assessment literacy: Impact on learners’ writing achievements and implications for teacher development. Australian Journal of Teacher Education, 43(6), 1-18. http://dx.doi.org/10.14221/ajte.2018v43n6.1

Mertler, C. A., & Campbell, C. (2005). Measuring teachers’ knowledge & application of classroom assessment concepts: Development of the assessment literacy inventory. Paper presented at the annual meeting of the American Educational Research Association, Montréal, Quebec, Canada.

Minott, M. (2021) A case for a reflective approach to teaching ‘practicum debriefing’ with implications for teacher educators and education. Teacher Education Advancement Network Journal, 13(1), 73-85.

Nurdiana, N. (2020). Language teacher assessment literacy: A current Review. Journal of English Language and Culture, 11(1), 66 – 74. http://dx.doi.org/10.30813/jelc.v11i1.2291

Olutola, A. T., Daramola, D. S., & Ogunjimi, M. O. (2016). A paradigm shift in assessment: From assessment of learning to assessment for learning in Nigerian schools’ system. FUDMA Journal of Science & Educational Research (FJSER) Special Edition 2(1), 10-15.

Orrell, J. (2006). Feedback on learning achievement: rhetoric and reality. Teaching in Higher Education, 11(4), 441-456. https://doi.org/10.1080/13562510600874235

Perry, M. L. (2013). Teacher and principal assessment literacy (Doctoral Theses). University of Montana, United States.

Popham, W.J. (2009). Assessment literacy for teachers: Faddish or fundamental? Theory Into Practice, 48(1), 4–11. https://doi.org/10.1080/00405840802577536

Prasetyo, A. H. (2018) Language assessment literacy development: A student-teacher’s experiences in teaching practice program. LLT Journal: A Journal on Language and Language Teaching, 21(2), 199-206. https://doi.org/10.24071/llt.v21i2.1224

Sahinkarakas, S. (2012). The role of teaching experience on teachers’ perceptions of language assessment. Procedia - Social and Behavioral Sciences, 47, 1787 – 1792. https://doi.org/10.1016/j.sbspro.2012.06.901

Singh, C. K. S., Singh, H. K. J., Singh, T. S. M., Moneyam, S., Abdullah, N. Y., & Zaini, M. F. (2022). ESL teachers’ assessment literacy in the classroom: A review of past studies. Journal of Language and Linguistic Studies, 18(Special issue 1), 01-17.

Vogt, K., & Tsagari, D. (2014). Assessment literacy of foreign language teachers: Findings of a European study. Language Assessment Quarterly, 11(4), 374-402. https://doi.org/10.1080/15434303.2014.960046




DOI: https://doi.org/10.24071/llt.v26i2.3654

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Ida Isnawati, Ida Isnawati

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Indexed and abstracted in:

     

 

 

LLT Journal Sinta 2 Certificate (S2 = Level 2)

We would like to inform you that LLT Journal: A Journal on Language and Language Teaching has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree  No. Surat Keputusan 158/E/KPT/2021. Validity for 5 years: Vol 23 No 1, 2020 till Vol 27 No 2, 2024

  

 

This work is licensed under CC BY-SA.

Creative Commons Attribution-ShareAlike 4.0 International License

 

Free counters!


 LLT Journal: A Journal on Language and Language Teaching, DOI: https://doi.org/10.24071/llt, e-ISSN 2579-9533 and p-ISSN 1410-7201, is published twice a year, namely in April and October by the English Language Education Study Programme of Teacher Training and Education Faculty of Sanata Dharma University, Yogyakarta, Indonesia.