Language assessment in Mexico: Exploring university language teachers' backgrounds, practices, and opinions

Banitz, Brita

doi:10.1016/j.system.2022.102898

Cited by 5 publications

(2 citation statements)

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“…In the field of language assessment, we have witnessed a growing interest in developing teachers’ language assessment literacy due to an increase in the assessment responsibilities placed upon language teachers. Their assessment practice is considered critically important to achieve and maintain high language teaching quality (Banitz, 2022; Mansouri et al, 2021). Although there is no consensus on Language Assessment Literacy conceptualization, this construct has sparked considerable studies and debates, generating insightful information about the nature and development of LAL.…”

Section: Assessment Practice and Experiences In Language Teaching Con...mentioning

confidence: 99%

“…Assessment-literate teachers can carry out effective and valid assessment, optimize the use of assessment results to inform teaching and learning and make sound decisions on students’ academic performance (Scarino, 2013). The prominence of teacher assessment literacy has drawn much attention from scholars to discuss and explore various assessment-related themes including conceptions of assessment (Brown et al, 2014; Xu & He, 2019), training needs and assessment courses (Jin, 2010; Villa Larenas & Brunfaut, 2023; Vogt & Tsagari, 2014), classroom-based assessment approaches (Baidoo-Anu et al, 2023; DeLuca et al, 2018) and the status quo of assessment literacy across different contexts (Banitz, 2022; Lan & Fan, 2019; Sultana, 2019). However, after the outbreak of the COVID-19 pandemic, the conditions for teaching, learning and assessment has changed dramatically, forcing teachers to adjust to the use of online platforms and new means of assessment.…”

Section: Introductionmentioning

confidence: 99%

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Understanding K-12 In-service EFL Teachers’ Online Assessment Practices and Assessor Identity: A Chinese Study

Shao

2023

Sage Open

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After the outbreak of the COVID-19 pandemic, distance teaching brought on unforeseen challenges around the world, including classroom-based assessment practice. However, little attention has been paid to teachers’ assessment practice and their identity as assessor in the new teaching situation. This study examines Chinese K-12 in-service EFL teachers’ assessment practice and their identity as assessor in the pandemic. Three rounds of semi-structured interviews were used to probe six in-service teachers. The findings revealed that three major online assessment practices were implemented in response to the challenges: (1) remaining unaltered in online assessment practice; (2) being proactive in formative assessment; (3) provision of online feedback. Results also showed that there were three types of assessment identity that could be identified, namely, positive negotiator, flexible facilitator and struggling follower. The findings indicated assessment practice and assessment identity reciprocally influenced each other in a new assessment context. Different identities might lead to different assessment practice with varied and mixed emotions attached to it. Moreover, varying identities interacted with each other on medicating their online assessment practice.

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Section: Assessment Practice and Experiences In Language Teaching Con...mentioning

confidence: 99%