ENGLISH TEACHERS’ LEARNING NEEDS FOR LANGUAGE TESTING AND ASSESSMENT: AN EXPLORATORY STUDY

Chỉ số đề mục

Lĩnh vực nghiên cứu

Khoa học xã hội

Dạng tài liệu

BB

Tác giả

Dao Thi Bich Nguyen, Nguyen Thi Hoai, Nguyen Vinh Quang

Nhan đề

ENGLISH TEACHERS’ LEARNING NEEDS FOR LANGUAGE TESTING AND ASSESSMENT: AN EXPLORATORY STUDY

Nhan đề tiếng anh

ENGLISH TEACHERS’ LEARNING NEEDS FOR LANGUAGE TESTING AND ASSESSMENT: AN EXPLORATORY STUDY

Nguồn trích

Tạp chí Khoa học - Trường Đại học Sư phạm Hà Nội: Khoa học Giáo dục

Năm xuất bản

2024

Số

69

Trang

3

ISSN

Từ khóa

Từ khóa tiếng anh

Tóm tắt

Language assessment has been a critical aspect in the field of English languageeducation, and one’s skills and knowledge of language assessment can be regarded asassessment literacy. This exploratory study employed surveys to measure and understand thelearning needs for language testing and assessment of a diverse sample of English teachersfrom various educational contexts in northern Vietnam, as well as the relationship betweentheir learning needs and personal factors including age, years of experience, and educationallevel. The results showed that English teachers wanted greater training on designing languagetests, particularly those tailored to particular educational environments, and there is acorrelation between their training needs and their educational background, experienceteaching, and present teaching levels, and self-perceived language assessment literacy. Thefindings of this research contribute to the ongoing discourse on teacher assessment literacy,and it provides suggestions on the design of new materials for language testing andassessment education programs.

Tóm tắt tiếng anh

Language assessment has been a critical aspect in the field of English languageeducation, and one’s skills and knowledge of language assessment can be regarded asassessment literacy. This exploratory study employed surveys to measure and understand thelearning needs for language testing and assessment of a diverse sample of English teachersfrom various educational contexts in northern Vietnam, as well as the relationship betweentheir learning needs and personal factors including age, years of experience, and educationallevel. The results showed that English teachers wanted greater training on designing languagetests, particularly those tailored to particular educational environments, and there is acorrelation between their training needs and their educational background, experienceteaching, and present teaching levels, and self-perceived language assessment literacy. Thefindings of this research contribute to the ongoing discourse on teacher assessment literacy,and it provides suggestions on the design of new materials for language testing andassessment education programs.

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