English Language Assessment: Pre-service Teachers’ Self-Reported Views
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Díaz Larenas, Claudio Heraldo | 2023
Both assessment and the teacher’s role as one of the main assessors of student
learning are central components of the English teaching and learning process. This
quantitative, non-experimental, and cross-sectional study seeks to explore preservice teachers’ perceived views, skills, and frequent practices towards English
language assessment. The sample comprised 257 Chilean pre-service teachers,
whose assessment perspectives were collected through three subscales. To analyze
the data, mean scores and standard deviations were calculated. Additionally, a ttest was applied to identify statistical differences among participants’ responses,
and an exploratory factor analysis was conducted to identify inter-related variables.
Findings revealed participants’ views included that more training on assessment
was necessary and that the purpose of assessment was monitoring the students’
learning progress. Regarding skills, participants expressed more confidence in
formulating true or false items, assigning grades fairly, and providing written
feedback. Furthermore, the participants’ most frequent assessment practices dealt
with designing evaluations and providing feedback, rather than analyzing and
communicating parametric results. The importance of this study lies in the
understanding of how pre-service teachers perceived the assessment process and
reflected upon their strengths, weaknesses, and assessment practices. Similar
studies are encouraged to integrate the views, skills, and practices of in-service
teachers of English.
Keywords: language assessment literacy, language assessment, assessment skills,
assessment practices, assessment self-perceived views
LEER