Language Assessment Literacy Level of EFL Teachers: A Focus on Writing and Speaking Assessment Knowledge of the Teachers

Authors : Eda GENÇ, Hacer ÇALIŞKAN, Assoc Prof Doğan YÜKSEL

Pages : 274-291

Doi:10.19126/suje.626156

View : 55 | Download : 13

Publication Date : 2020-08-30

Article Type : Research Paper

Abstract :This study aims to explore Language Assessment Knowledge insert ignore into journalissuearticles values(LAK); level of high school EFL teachers in terms of assessment of writing and speaking. In addition, another purpose of this study is to investigate whether there is any significant effect of some demographic variables insert ignore into journalissuearticles values(years of teaching experience, type of undergraduate degree, attending a training course); on teachers’ assessment of writing and speaking knowledge. The previous studies focus on university or primary school context in Turkey; however, there is no study which gave place to the high school context. The study was conducted among 58 high school EFL teachers in Turkey. A demographic questionnaire with 8 questions was used for collecting certain demographic information about the teachers. Language Assessment Knowledge Scale insert ignore into journalissuearticles values(LAKS); which is comprised of 30 items and 2 dimensions insert ignore into journalissuearticles values(writing and speaking); was used for gathering the data. The data was analysed through Two-Way Multivariate Analysis of Variance insert ignore into journalissuearticles values(MANOVA);. The results demonstrated that the teachers have high literacy knowledge in one of the sub-component fields while they have low literacy knowledge in the other field.
Keywords : Language Assessment Knowledge LAK, Language Assessment Knowledge Scale LAKS, skill based language assessment, assessment of writing, assessment of speaking

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