Literaturnachweis - Detailanzeige
Autor/inn/en | Levi, Tziona; Inbar-Lourie, Ofra |
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Titel | Assessment Literacy or Language Assessment Literacy: Learning from the Teachers |
Quelle | In: Language Assessment Quarterly, 17 (2020) 2, S.168-182 (15 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Inbar-Lourie, Ofra) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1543-4303 |
DOI | 10.1080/15434303.2019.1692347 |
Schlagwörter | Language Tests; Knowledge Level; Language Teachers; Second Language Learning; Second Language Instruction; Self Evaluation (Individuals); Course Content; Task Analysis; English (Second Language); Semitic Languages; Educational Objectives; Language Role; Course Descriptions; Student Evaluation; Evaluation Methods; Familiarity; Teacher Attitudes; Native Language; Teacher Developed Materials; Language Skills; Faculty Development; Foreign Countries; Israel Language test; Sprachtest; Wissensbasis; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Kursprogramm; Aufgabenanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Arabisch; Hebräisch; Educational objective; Bildungsziel; Erziehungsziel; Kursstrukturplan; Schulnote; Studentische Bewertung; Lehrerverhalten; Language skill; Sprachkompetenz; Ausland |
Abstract | The conceptualization of language assessment literacy (LAL) is currently a subject of debate in the language testing community, especially with regard to the role language components play in this construct. This is part of a broader discussion of generic and discipline-specific assessment literacy. Previous research on language teachers' LAL aimed to uncover whether self-reported assessment knowledge complies with pre-established definitions. What transpired in the current study is a move in the opposite direction: following a generic course on assessment literacy, language teachers were asked to apply the course contents to their language-teaching objectives in designing a test and a performance task. Content analysis of the assessment artifacts created by 16 English and Hebrew teachers, points at partial employment of the generic assessment features acquired, with a more scant application and consideration of language-related construct components required as part of LAL for language assessment. LAL emerged as a process-oriented phenomenon, requiring an amalgamation of AL with language-related components but also with context-relevant variables. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |