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The Evolving Concept of (Language) Assessment Literacy. Implications for Teacher Education
120-130Views:737Language teachers’ assessment knowledge and skills have received considerable attention from language assessment researchers over the past few decades (Davison & Leung, 2009; Hill & McNamara, 2012; Rea-Dickins, 2001; Taylor, 2013). This seems to be linked to the increased professionalism expected of them in classroom-based assessments. However, teachers seem to face a number of challenges, including how large-scale standardized language exams influence their classroom assessment practices. Teachers’ assessment literacy, therefore, needs to be examined in order to explain their assessment decisions. In this paper, we review the concept of (language) assessment literacy, how it has evolved and how it is conceptualized currently. Recent interpretations seem to reflect a multidimensional, dynamic and situated view of (language) assessment literacy. Implications for teacher education are also highlighted by presenting research findings from studies that explored teachers’ and teacher candidates’ assessment literacy in various educational contexts. As a result, we can identify some common patterns in classroom assessment practices as well as context-specific training needs. Finally, we make a recommendation for tackling some of the challenges language teachers are facing in relation to classroom-based assessment in the Hungarian context.
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Increasing Motivation among Language Learners through Individualized Assessment
1-13Views:403An extensive body of research has shown that motivation is integral to successful and sustained language learning (Carreira, 2005; Cheng & Dornyei, 2007; Crookes & Schmidt, 1991; Dornyei, 1994; Ehrman, Leaver, & Oxford, 2003; Gardner, 2005; Matsumoto & Obana, 2001; Yang, 2008; Yu & Watkins, 2008). Maintaining student motivation in all aspects of language instruction, particularly assessment, can be challenging for multiple reasons, including learner differences, access to technology, and, most recently, reactions to pandemic learning. Instructors therefore face the challenge of creating assessments that not only evaluate students’ performance but also promote their ability and desire to learn. Based on the results of an action research project, this article highlights the benefits of two types of individualized assessment used to improve students’ motivation while evaluating their performance: work cycle projects and a course portfolio. Using qualitative data collected from student reflective statements, I argue, first, that the ability to choose assessment topics and types motivates students to focus closely on course content and work creatively; these choices ultimately improve their desire to learn course material more than traditional assessment types. Second, encouraging learners to utilize and reflect on their strengths using a portfolio as a form of assessment allows students to understand their strengths and weaknesses and empowers them as learners, thereby improving their motivation.
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Investigating the patterns of syntactic complexity predicting high-quality writing: a corpus-based study of the written text production at the B2+ English Language Exam at a Hungarian University
Views:32This pilot study explores the predictive role of syntactic complexity in assessing L2 writing proficiency, with a focus on its potential contribution to validating a high-stakes English language examination. Drawing on prior research that highlights the importance of syntactic complexity in writing evaluation, the study aims to identify specific syntactic measures that reliably distinguish between low-rated and high-rated L2 texts. The analysis is based on a corpus of written texts for the B2+ level for so-called 'Basic' English Language Examination (BLE) administered at a Hungarian university. Although labeled "Basic" the BLE represents a mandatory proficiency examination (B2+ level according to the CEFR) required for academic advancement. Rather than examining inter-rater reliability, the research centers on contribution to validation by investigating linguistic features associated with rated writing quality. Grades assigned by human raters were used solely to group texts and build the corpus for analysis. A total of 60 syntactic complexity indices were extracted using the Multidimensional Analysis Tagger (MAT) (Nini, 2019) and the Coh-Metrix 3.0 software package (Graesser, McNamara & Kulikowich, 2011). These indices include measures of clausal, phrasal, and overall structural complexity. The findings are expected to inform ongoing validation efforts for the BLE and contribute to more robust, evidence-based practices in L2 writing assessment by identifying linguistic patterns that correlate with writing proficiency.
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Assessing Language Learners’ Knowledge and Performance during Covid-19
38-46Views:464The new reality created by the COVID-19 caused a lot of changes in the educational sphere. The transition from face-to-face to distance learning was not smooth in Ukraine because distance learning was not a common practice in the country before and teachers were unprepared for teaching online. This unusual situation prompted us to start our qualitative research primarily to get insights into the altered daily routines of teachers and educators. In particular, we were interested in how they assessed their students’ performance online. This article focuses on secondary school language teachers (n=65) and language tutors at the tertiary level (n=18). The research findings have revealed that teachers gave feedback through different digital applications like Google Classroom. Oral performance was evaluated either synchronously or asynchronously. The most crucial implication is that teachers should improve and further develop their digital skills and distance teaching and assessing skills in order to provide quality education in the modern form.