ENGLISH TEACHERS’ LEARNING NEEDS FOR LANGUAGE TESTING AND ASSESSMENT: AN EXPLORATORY STUDY
DOI:
https://doi.org/10.18173/2354-1075.2024-0041Keywords:
language testing and assessment, assessment literacy, learning needsAbstract
Language assessment has been a critical aspect in the field of English language education, and one’s skills and knowledge of language assessment can be regarded as assessment literacy. This exploratory study employed surveys to measure and understand the learning needs for language testing and assessment of a diverse sample of English teachers from various educational contexts in northern Vietnam, as well as the relationship between their learning needs and personal factors including age, years of experience, and educational level. The results showed that English teachers wanted greater training on designing language tests, particularly those tailored to particular educational environments, and there is a correlation between their training needs and their educational background, experience teaching, and present teaching levels, and self-perceived language assessment literacy. The findings 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 and assessment education programs.
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