Language assessment literacy development: exploring, experimenting and reflecting on the status quo of EFL teachers among educational sectors in Tamaulipas, Mexico

Abstract

There have been significant recommendations from researchers and international organisations to improve teachers' assessment skills and practices in educational institutions with the intention to maximise and provide satisfactory opportunities for instruction and learning in the classrooms. (AFT, 1990; Stiggins, 1991; Herrera & Macias, 2015). Language Assessment Literacy (LAL) refers to the foundations of the uses and applications of appropriate knowledge, technical considerations and school-based assessment practices concerning the use of language tests and other alternative assessments (Stiggins, 2002; Scarino, 2013; O’Sullivan, 2017). Research on LAL thus far has reported a lack of assessment training among language teachers in developing, administering and interpreting test-takers’ scores across the globe (Quilter & Gallini, 2000; Vogt & Tsagari, 2014). In addition, some academic programmes such as Applied Linguistics, TESOL and professional development courses may not include sufficient contents for teachers to become well-skilled in the field of language testing and assessment (Davies, 2008; Lam, 2015). A significant number of studies that have been conducted to explore teachers' language assessment literacy have investigated different areas like knowledge of assessment, technical aspects and classroom assessment practices. However, little attention has been given to their teaching contexts and how different educational sectors operate assessments in their institutions. There are some factors that might influence teachers’ language assessment literacy. These are their previous assessment experiences, academic background, practicum and developmental trajectories, as well as the institutional operational assessment system in their institutions. Professional development trainings have largely assisted teachers with teaching-oriented opportunities to bring appropriate knowledge, skills and practices to the classroom. Nevertheless, a research gap has been identified to explore the relationship between EFL teachers and language program managers among their educational sectors (e.g., the public, private and language institutes) towards the field of language assessment literacy. This dual-purpose research study aims at: a) examining the status quo of language assessment literacy in EFL teachers and language programme managers in Tamaulipas, Mexico with the intention to explore how teachers self-perceived their language assessment skills and practices (TLASP) in relation to their educational sectors, as well as b) measuring the EFL teachers’ progress and impact from a workshop to improve their LAL. Two types of research methodologies were applied: exploratory and experimental. A mixed-method research study was carried out. The data collection procedures were through a survey (n=315) to examine participants backgrounds. Then, semi-structured interviews were conducted with EFL teachers and language programme managers (n=15). Also, a contextualised workshop was developed based on the survey and interviews outcomes and this workshop was administered to participants (n=10). Lastly, a focus group interview (n=6) was conducted to a) examine the qualities of the workshop in terms of the quality of the workshop and the areas where participants became aware of knowledge and practices and b) to measure any direct impact of the workshop towards participants' institutional contexts and professional development. Findings showed that EFL teachers in Tamaulipas differed from their self-perceived assessment repertoire among the three educational sectors and it was within their institutions where teachers could expand their assessment literacy levels to explore and gain more knowledge and skills, as well as fundamental practices in language testing and assessment. This investigation has clear pedagogical and institutional implications on how EFL teachers use assessments and tests to maximise instruction and learning. In addition, this research study aimed to meet the future research calls from researchers in relation to explore and expand the areas of what teachers should know and do with assessments as individuals (teachers), classrooms, institutions and educational sectors at a State Level.

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ORCID for Ying Zheng: orcid.org/0000-0003-2574-0358

ORCID for Laura Dominguez: orcid.org/0000-0003-2701-2469

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