| 1 |
Language Assessment Literacy of Middle School English Teachers in Mexico
|
|
|
|
In: Languages; Volume 7; Issue 1; Pages: 32 (2022)
|
|
Abstract:
Because English is an integral component of education in Mexico, it is necessary to explore teachers’ language assessment literacy (LAL), or their language assessment knowledge and practices. Previous LAL studies have been performed in standardized testing-focused. However, the present study aims to explore the LAL of teachers of middle school English students in a context where governmental policies strive to engender communicative language learning, specifically, Mexico. I have taken a mixed methods approach which involved a survey (N = 123) and interviews at two locations in Mexico. The semi-structured interviews were conducted at one bilingual middle school (N = 7) and in one extracurricular English program (N = 6). Participants were asked about their previous training, confidence levels in their assessment practices, and their training needs. Findings suggest a divide among teachers with higher and lower levels of LAL. Participants indicated that their training primarily covered traditional forms of assessment and classroom-level decision-making. However, data also suggest that participants valued non-traditional assessment activities. Finally, participants desired training on topics such as the use of technology in assessment, unfamiliar non-traditional assessment activities, and program-level decision-making.
|
|
Keyword:
communicative assessment; EFL in Mexico; EFL to young learners; language assessment literacy; language testing; teacher training
|
|
URL: https://doi.org/10.3390/languages7010032
|
|
BASE
|
|
Hide details
|
|
|
| 2 |
Validation of a large-scale task-based test: functional progression in dialogic speaking performance ; Task-based language teaching and assessment: Contemporary reflections from across the world
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
CAF across proficiency levels and profiles: an investigation of ESL student writings in an English placement test
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
The diagnosis of listening in English as a foreign language, with a special focus on lexical knowledge ; Diagnostic et remédiation orientés vers le lexique en compréhension aurale de l’anglais
|
|
|
|
In: https://hal.archives-ouvertes.fr/tel-03170753 ; Linguistique. Université Lyon 2 Lumière, 2021. Français (2021)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
The diagnosis of listening in English as a foreign language, with a special focus on lexical knowledge ; Diagnostic et remédiation orientés vers le lexique en compréhension aurale de l'anglais
|
|
|
|
In: https://tel.archives-ouvertes.fr/tel-03235381 ; Linguistique. Université de Lyon, 2021. Français. ⟨NNT : 2021LYSE2004⟩ (2021)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Teaching to the test: The effects of coaching on English-proficiency scores for university entry
|
|
|
|
In: Journal of the European Second Language Association; Vol 5, No 1 (2021); 1–15 ; 2399-9101 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Language neutrality of the LLAMA test explored: The case of agglutinative languages and multiple writing systems
|
|
|
|
In: Journal of the European Second Language Association; Vol 5, No 1 (2021); 87–100 ; 2399-9101 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Improving communication outcomes for children with hearing loss in their early years: tracking progress and guiding intervention
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Exploring language assessment and testing: language in action
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Exploring the potential for assessing interactional and pragmatic competence in semi-direct speaking tests
|
|
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Grammar tests, de facto policy and pedagogical coercion in England’s primary schools
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Language Testing : regards croisés entre anglophonie et francophonie
|
|
|
|
In: Éducation dans les pays anglophones et francophones : héritages, contextes et représentations ; https://hal.archives-ouvertes.fr/hal-03086895 ; Éducation dans les pays anglophones et francophones : héritages, contextes et représentations, Imelda Elliott, HLLI, Université du Littoral Côte d'Opale, Nov 2020, Boulogne-sur-Mer, France ; https://view.genial.ly/5fa6c362316b3b0cf52d8f3a/horizontal-infographic-timeline-journee-detudes (2020)
|
|
BASE
|
|
Show details
|
|
|
| 17 |
The Multilingual Assessment Instrument for Narratives (MAIN): adding Kam to MAIN [Online resource]
|
|
|
|
In: New language versions of MAIN: Multilingual Assessment Instrument for Narratives - revised / Natalia Gagarina & Josefin Lindgren (Eds.). Leibniz-Zentrum Allgemeine Sprachwissenschaft: ZAS papers in linguistics ; Nr. 64 (2020), 147-151
|
|
Linguistik-Repository
|
|
Show details
|
|
|
| 18 |
The Multilingual Assessment Instrument for Narratives (MAIN): adding Mandarin to MAIN [Online resource]
|
|
|
|
In: New language versions of MAIN: Multilingual Assessment Instrument for Narratives - revised / Natalia Gagarina & Josefin Lindgren (Eds.). Leibniz-Zentrum Allgemeine Sprachwissenschaft: ZAS papers in linguistics ; Nr. 64 (2020), 159-162
|
|
Linguistik-Repository
|
|
Show details
|
|
|
| 19 |
Serbian version of the Multilingual Assessment Instrument for Narratives (MAIN) [Online resource]
|
|
|
|
In: New language versions of MAIN: Multilingual Assessment Instrument for Narratives - revised / Natalia Gagarina & Josefin Lindgren (Eds.). Leibniz-Zentrum Allgemeine Sprachwissenschaft: ZAS papers in linguistics ; Nr. 64 (2020), 189-197
|
|
Linguistik-Repository
|
|
Show details
|
|
|
| 20 |
The Multilingual Assessment Instrument for Narratives (MAIN): Adding Cantonese to MAIN [Online resource]
|
|
|
|
In: New language versions of MAIN: Multilingual Assessment Instrument for Narratives - revised / Natalia Gagarina & Josefin Lindgren (Eds.). Leibniz-Zentrum Allgemeine Sprachwissenschaft: ZAS papers in linguistics ; Nr. 64 (2020), 23-29
|
|
Linguistik-Repository
|
|
Show details
|
|
|
|
|
