Developing summative assessment literacy: Novice language teachers' perceptions in Sweden and Finland
Review of Education,
Год журнала:
2024,
Номер
12(2)
Опубликована: Авг. 1, 2024
Abstract
The
purpose
of
this
study
is
to
investigate
summative
assessment
(SA)
perceptions
and
the
sources
literacy
for
novice
second/foreign
language
teachers
in
Sweden
Finland.
Data
were
collected
through
a
questionnaire
(
N
=
27)
semi‐structured
interview
22)
from
group
who
graduated
two
Swedish
universities
one
Finnish
university.
Descriptive
content
analysis
data
reveal
that
perceive
themselves
have
good
understanding
most
basic
SA
areas.
They
consider
teacher
education
as
main
source
their
conceptual
while
they
attribute
skills
mostly
experience
schools.
present
both
similar
varied
role
developing
literacy.
Context
implications
Rationale
What
pre‐service
acquire
during
education,
how
reflects
on
teaching
are
critical
questions
teachers'
learning
use
This
investigates
experiences
languages
Why
new
findings
matter
provide
an
teachers’
key
components
processes
enabling
development
Insights
into
theoretical
practical
aspects
need
expected
guide
programmes
realigning
respectively.
Implications
educators
policy
makers
Novice
confident
about
knowledge
but
develop
put
practice.
Hands
exercises
content‐specific
materials
tasks
such
test
construction,
grading,
exams
exposure
national
tests.
Special
needs
diverse
sociocultural
contexts
should
be
taken
consideration
education.
Steering
documents
make
requirements
competencies
clearer
TE
organising
teachers.
Язык: Английский
Assessment polarity or praxis parity? Uncovering the learning-oriented assessment (LOA) landscape of novice and experienced Iranian EFL teachers
Language Testing in Asia,
Год журнала:
2024,
Номер
14(1)
Опубликована: Авг. 15, 2024
Abstract
Although
learning-oriented
assessment
(LOA)
has
been
recognized
as
an
effective
method
of
assessment,
the
literature
on
this
concept
in
relation
to
teacher
professionalism
is
limited.
In
response
gap,
present
study
explored
16
Iranian
novice
and
experienced
EFL
teachers’
beliefs
practices
LOA.
Data
were
collected
from
self-reported
semi-structured
interviews.
Analysis
data
through
MAXQDA
revealed
that
LOA
featured
similarities
differences.
While
less
sophisticated,
teachers
highlighted
a
more
central
role
for
their
integration
teaching
assessment.
Moreover,
while
preferred
using
self-
peer
used
portfolio
dynamic
LOA-related
practices.
The
provides
implications
educators
use
professional
development
courses.
Язык: Английский