i
Debido a la alta cantidad de artículos pendientes de revisión y monográficos presupuestados, Lenguas Modernas no se encuentra recibiendo nuevos artículos.
In-service and pre-service teachers’ literacy and affective disposition towards English language assessment
Autores/as
-
Claudio Díaz Larenas
Universidad de Concepción
https://orcid.org/0000-0003-2394-2378
- José Almonacid Rebolledo Universidad de Concepción
- Ghiren Canahuate Henríquez Universidad de Concepción
- Amparo Peirano Chandia Universidad de Concepción
Resumen
Assessment is an essential tool to measure students’ progress. It is paramount for teachers to understand their classroom assessment practices to make informed educational decisions. This study seeks to identify in-service and pre-service teachers’ understanding of knowledge and affective dispositions towards language assessment through two instruments: theEnglish Language Assessment Literacy Inventory (ELALI) and the Affective Disposition Scale (ADS). 78 in-service teachers and 132 pre-service teachers participated in the study. The findings revealed differences between in-service and pre-service teachers’ responses to the ELALI, yet overall both groups demonstrated deficiencies. The results of the ADS showed that both groups had a similar perception of language assessment. The analysis of the data obtained helped to identify that, although in-service and pre-service teachers have a weak understanding of English language assessments, they regard assessment positively and focus on students’ learning process rather than the grading of a final product.
Palabras clave:
language assessment, assessment literacy, affective dispositionReferencias
American Federation Of Teachers, National Council On Measurement In Education & National Education Association. 1990. The Standards for Teacher Competence in the Educational Assessment of Students. Retrieved November 9th, 2019 from https://buros.org/standards-teacher-competenceeducational-assessment-students.
Coffey, J., Douglas, R. & Stearns, C. 2008. Assessing Science Learning: Perspectives from Research and Practice. National Science Teachers Association.
Forgas, J. P. 2001. Feeling and thinking: The role of affect in social cognition. Cambridge University Press.
Fulcher, G. 2012. Assessment literacy for the language classroom. Language Assessment Quarterly 9(2): 113–132.
Inbar-Lourie, O. 2008. Constructing a language assessment knowledge base: A focus on language assessment courses. Language Testing 25(3): 385-402. doi:10.1177/0265532208090158.
Jeong, H. 2013. Defining assessment literacy: Is it different for language testers and non-language testers? Language Testing 30(3): 345-362. https://doi.org/10.1177/0265532213480334.
Kahveci, M. & Orgill, M. (Eds.). 2015. Affective dimensions in Chemistry education. Dordrecht: Springer.
Mahfoodh, O. & Pandian, A. 2011. A qualitative case study of EFL students’ affective reactions to and perceptions of their teachers’ written feedback. English Language Teaching 4(3): 14-25.
Mertler, C. A. 2003. Pre-service versus in-service teachers’ assessment literacy: Does classroom experience make a difference? Paper presented at the annual meeting of the Mid-Western Educational Research Association, Columbus, OH.
Mertler, C. A. & Campbell, C. 2005. Measuring teachers’ knowledge and application of classroom assessment concepts: Development of the assessment literacy inventory. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
Ministerio de Educación. 2014. Estándares Orientadores para Carreras de Pedagogía en Inglés. Retrieved from: https://www.cpeip.cl/wp-content/uploads/2019/03/Estándares_Inglés.pdf
Muhammad, F. & Bardakcçi, M. 2019. Iraqi EFL teachers’ assessment literacy: perceptions and practices. Arab World English Journal 10(2): 420-430. https://dx.doi.org/10.24093/awej/vol10no2.33
Perry, M. 2013. Teacher and principal assessment literacy. Doctoral thesis. University of Montana. Retrieved from: https://scholarworks.umt.edu/etd/1391
Plake, B. & Impara, J. 1993. Teacher assessment literacy: Teachers’ competencies in the educational assessment of students. Mid-Western Educational Researcher 6(1): 21-27. Retrieved from: https://eric.ed.gov/?id=EJ460188
Purpura, J. E. 2016. Second and foreign language assessment. The Modern Language Journal 100: 190-208. doi:10.1111/modl.12308
Rahayu, E. & Rahayu, E. 2019. Teacher’s cognitive and affective versus teachers’ writing assessment. Premise: Journal of English Education and Applied Linguistics 8(1): 102-116.
Rosenberg, B. & Navarro, M. 2018. Semantic differential scaling. In B. Frey (Ed.), SAGE encyclopedia of educational research, measurement, and evaluation: 1504-1507. Thousand Oaks: SAGE.
Stabler-Havener, M. L. 2014. Learning-oriented assessment: The affective dimension. Working Papers in TESOL & Applied Linguistics 14(2): 53-55.
Stiggins, R. J. 1991. Assessment literacy. The Phi Delta Kappan 72(7): 534–539. Retrieved from: https://eric.ed.gov/?id=EJ422814
Taylor, L. 2009. Developing assessment literacy. Annual Review of Applied Linguistics 29: 21-36.
Yamtim, V. & Wongwanich, S. 2013. A Study of classroom assessment literacy of primary school teachers. Procedia - Social and Behavioral Sciences 116: 2998-3004. Doi.org/10.1016/j.sbspro.2014.01.696.
