Treffer: Developing EFL Teachers' Language Assessment Literacy: A Systematic Literature Review on Teacher Training Programs

Title:
Developing EFL Teachers' Language Assessment Literacy: A Systematic Literature Review on Teacher Training Programs
Language:
English
Authors:
Indah Puspawati (ORCID 0000-0002-9577-1320), Maharani Khansa (ORCID 0000-0002-9714-0012), Utami Widiati (ORCID 0000-0002-8603-4556)
Source:
TESL-EJ. 2024 28(2).
Availability:
TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Peer Reviewed:
Y
Page Count:
21
Publication Date:
2024
Document Type:
Fachzeitschrift Journal Articles<br />Information Analyses
Descriptors:
English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Reflective Teaching, Language Tests, Student Evaluation, Evaluation Methods, Pedagogical Content Knowledge, Teacher Education Programs, Research Reports, Program Design, Teaching Methods
ISSN:
1072-4303
Entry Date:
2024
Accession Number:
EJ1434108
Database:
ERIC

Weitere Informationen

Teachers' language assessment literacy (LAL) refers to teachers' ability to perform assessment-related tasks. Despite the significant role of language assessment literacy in English language teaching and learning, many teachers reported to have an inadequate ability to perform assessment-related tasks because of the lack of assessment training programs that prepared them for the tasks. This study aimed at investigating the existing assessment training programs to develop EFL teachers' LAL. A systematic literature review was conducted to observe trends in how assessment training programs were carried out in the past decades. PRISMA model was used for identifying, screening, and selecting. Twenty-eight studies published between 2012 and 2022 were reviewed. The results reveal that the assessment training models comprised theoretical and practical components of language assessments. The results also show that the methods for delivering the content are collaborative and reflective practices. The findings of this study should be considered in the design of EFL teacher training programs on assessment.

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