Language Assessment Literacy: A recent area of exploration for the Colombian ELT community
Abstract:
Language assessment literacy (LAL) is a critical field for researchers, scholars, or anyone interested in improving the language teaching environment. Understanding the basics of testing and the ability to perform testing related activities becomes more significant in testoriented countries. In this regard, earlier studies have investigated various factors related to English language teaching. However, the assessment literacy of teachers has been relatively investigated within the context of Colombian language teaching. There is no broader research to understand how LAL operates in English teachers in the country. This study aims to examine how Colombian English language teachers currently use language assessment within the classroom, specifically, on two major aspects: the purposes of English language assessment, and second, English language assessment practices (traditional assessment, alternatives in assessment), as well as the role of teachers’ beliefs in assessment. The data collected correspond to a quantitative instrument, an online questionnaire. The total number of respondents was 32. The results suggest that teachers in Colombia in most of the cases develop assessment instruments by using their own knowledge and experience, in order to obtain information on the progress of the students, to provide them with feedback during the learning process, and to determine their final grades. Some implications with respect to language assessment practices and further suggestions to professional development. Based on the findings, the article concludes with suggestions that can be implemented to develop language assessment awareness of English teachers in Colombia.
Fuente:
Biblioteca Virtual Banco de la República
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Artículos