English Language Teachers' Perceived Classroom Assessment Knowledge and Practice: Developing and Validating a Scale /Percepciones de docentes de ingles sobre el conocimiento y la practica de la evaluacion en el aula: desarrollo y validacion de una escala

• Published in: PROFILE issues in teachers' professional development 2022-07, Vol.24 (2), p.247
• Main Authors: Tajeddin, Zia, Saeedi, Zari, Panahzadeh, Vahid
• Format: Article
• Language: English
• Subjects: Analysis; English as a second language; Iran; Literacy; Teachers; United Kingdom
• ISSN: 1657-0790; 2256-5760; 1657-0790
• DOI: 10.15446/profile.v24n2.90518

This study sought to develop and validate a classroom-based language assessment literacy scale to measure teachers' perceived classroom-based assessment knowledge and practice. Exploratory factor analysis revealed that the scale items clustered around four factors: (a) purposes of assessment and grading, (b) assessment ethics, (c) student involvement in assessment, and (d) feedback and assessment interpretation. Moreover, the scale was administered to 348 Iranian English as a foreign language teachers. The findings showed that the majority reported to be literate in classroom-based language assessment and agreed to the allocation of more space to classroom-based language assessment in teacher education courses. The findings suggest that the newly-developed scale can serve as a valid and reliable tool to explore language teachers' classroom-based assessment literacy. Keywords: classroom assessment, classroom-based language assessment literacy, English as a foreign language teachers, scale development Este estudio desarrollo y valido una escala de literacidad de evaluation del lenguaje para identificar las ercepciones de 348 docentes de ingles iranies sobre el conocimiento y la practica de la evaluation en el aula. Los items de la escala se dividieron en: a) propositos de evaluation y calificacion, b) etica de la evaluation, c) participation de los estudiantes en la evaluation y d) retroalimentacion e interpretation de la evaluation. Varios participantes informaron ser competentes en la evaluation del lenguaje en el aula y estuvieron de acuerdo con asignar mas tiempo para este aspecto en los cursos de formation docente. La escala desarrollada puede ser una herramienta valida y confiable para explorar la competencia de evaluacion en el aula de los profesores de idiomas. Palabras clave: desarrollo de escalas, evaluation en el aula, evaluation del lenguaje en el aula, literacidad, profesores de ingles