Yabancı Dil Öğretmenlerinin Değerlendirme Okuryazarlığının İncelenmesi

Şişman, Emine Pehlivan; Büyükkarcı, Kağan

doi:10.19126/suje.621319

Cited by 6 publications

(1 citation statement)

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“…The existing literature reviews mainly focus on reviewing all the studies conducted around the theme of AL [10], [11]. However, only a very few reviews confine the scope to teachers' AL measures.…”

Section: Introductionmentioning

confidence: 99%

A review of teachers’ assessment literacy proficiency measures

Juanjuan

Yusoff²

2022

IJERE

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<span lang="EN-US">At present, there are several literature reviews on teachers’ assessment literacy (AL). However, little attention has been paid to a systematic analysis of AL measures. The review on AL measures helps to evaluate the available tools and provide recommendations for developing AL measures in further exploration. Hence, the purpose of the current literature review is to focus on analyzing the measures of teachers’ AL proficiency from 1991 to 2020. Across the contexts, 28 quantitative tools made up of questionnaires or tests were collected. Among them, 10 were designed to investigate overall AL proficiency and 18 were constructed to examine the sub-categories of AL proficiency among teachers. Each instrument was analyzed from the format, guiding framework, item characteristics, targeting population, and psychometric quality. Results showed that the current AL measures were derived more from instrumental than social-cultural conceptualization, examined more on sub-categories than the overall proficiency level, targeted more at in-service teachers than pre-service teachers, and focused more on elementary and middle education than pre- or higher education. Further studies are welcomed from four aspects: construct social-culturally, test generalizability, target at specific groups, and cover various types of AL.</span>

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Section: Introductionmentioning

confidence: 99%

A review of teachers’ assessment literacy proficiency measures

Juanjuan

Yusoff²

2022

IJERE

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Teacher Education for Language Assessment and Testing: Postgraduate Program Evaluation from its Students’ Perspective

Papadima-Sophocleous

2022

Colomb. appl. linguist. j

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A review of research conducted on language assessment teacher education (TE) revealed a lack of studies focused on the participants’ perspective. This work concentrates on the evaluation of an online computer-assisted language assessment and testing (CALAT) TE program offered for four consecutive years. The research was based on a conceptual, multidimensional e-learning evaluation model. The data were obtained from 19 practicing language teachers who attended the MA in Computer-Assisted Language Learning via an online anonymous survey focused on 1) the participants’ engagement; 2) course organization, teaching mode, and materials; 3) course strengths; 4) course aspects most helpful for learning; and 5) course aspects that constituted obstacles for learning. The results indicate the participants’ positive attitude towards the course; they highlighted that their knowledge, skills, and principles had improved, as well as the constructivist instructional design and the organization, teaching modes, and materials of the course, which motivated them and involved them in active interaction and collaboration. The participants also perceived the assessment practices performed during the course in a positive way, which favored their learning and teaching practice within the classroom. The results also include some recommendations for course improvement.

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