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• The Evolving Concept of (Language) Assessment Literacy. Implications for Teacher Education

  120-130

  Ildikó Csépes

  Views:

  829

  Language 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.

• State language and foreign language competence in minority schools: Social and institutional determinants of Ukrainian and English proficiency in Transcarpathia

  17–27

  István Csernicskó

  Ildikó Orosz

  Katalin Pallay

  Views:

  28

  This study examines Ukrainian (state language) and English language performance among students attending Hungarian-medium schools in Transcarpathia within the context of post-2017 language-use restrictions. The empirical assessment conducted in spring 2024 involved 1,082 students in Grades 6 and 8 from 39 Hungarian-medium schools. English language competence was measured using standardized tests, while Ukrainian language proficiency was assessed through locally developed instruments. A background questionnaire collected data on students’ family background, socio-economic conditions, and linguistic environment. Regression analyses indicate that Ukrainian language performance is most strongly predicted by socio-economic status and type of settlement, highlighting the role of structural and environmental factors. In contrast, English language achievement is primarily shaped by individual academic indicators and institutional characteristics, with students attending church-maintained schools demonstrating significantly higher performance. In both languages, a strong association was found between subject grades and test results. The findings underscore that Ukrainian language competence is substantially influenced by structural disadvantages, whereas foreign language learning outcomes are more strongly supported by institutional culture and pedagogical coherence. The research highlights that Ukrainian language competence is influenced by structural disadvantages, while the effectiveness of foreign language learning can be strengthened by institutional culture and pedagogical coherence.