Assessment Literacy of Foreign Language Teachers: Findings of a European Study

Autor/inn/en	Vogt, Karin; Tsagari, Dina
Titel	Assessment Literacy of Foreign Language Teachers: Findings of a European Study
Quelle	In: Language Assessment Quarterly, 11 (2014) 4, S.374-402 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
DOI	10.1080/15434303.2014.960046
Schlagwörter	Preservice Teacher Education; Inservice Teacher Education; Second Language Learning; Second Language Instruction; Language Tests; Questionnaires; Quality Assurance; Instructional Materials; Testing; Expertise; Literacy; Mixed Methods Research; Interviews; Teacher Attitudes; Cross Cultural Studies; Foreign Countries; Cyprus; Germany; Greece; Italy; Macedonia; Poland; Turkey + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Lehrerfortbildung; Zweitsprachenerwerb; Fremdsprachenunterricht; Language test; Sprachtest; Fragebogen; Qualitätssicherung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Testdurchführung; Testen; Expert appraisal; Alphabetisierung; Schreib- und Lesefähigkeit; Interviewing; Interviewtechnik; Lehrerverhalten; Cultural comparison; Kulturvergleich; Ausland; Zypern; Deutschland; Griechenland; Italien; Polen; Türkei
Abstract	Training of pre- and in-service teachers constitutes one of the most important aspects in the quality assurance of language testing and assessment (LTA). For instance, foreign language (FL) teachers have to deal with standardised tests as well as their own classroom-based assessment procedures. This means they need the necessary expertise that can be provided by training measures. To gauge the current level of FL teachers in LTA literacy and identify their training needs in this area, data from seven European countries were collected in a mixed-methods study that used questionnaires (n = 853) and qualitative data from teacher interviews (n = 63) in selected countries across Europe. Despite the small differences across countries, the results show that only certain elements of teachers' LTA expertise are developed. To compensate for insufficient training, teachers seem to learn about LTA on the job or use teaching materials for their assessment purposes. Teachers overall express a need to receive training across the range of LTA features identified in the study with varying priorities, depending on their local educational contexts. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10