Developing Pre-Service Teachers’ Language Assessment Literacy: An Analysis of Classroom Tasks

Moraes, Isadora Teixeira; Furtoso, Viviane Bagio; Giraldo, Frank

doi:10.5007/2175-8026.2024.e96898

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Language Studies: Article • Ilha Desterro 77 • 2024 • https://doi.org/10.5007/2175-8026.2024.e96898 linkcopy

Developing Pre-Service Teachers’ Language Assessment Literacy: An Analysis of Classroom Tasks

Authorship SCIMAGO INSTITUTIONS RANKINGS

Language assessment literacy (LAL) comprises the knowledge, skills and principles for sound assessment. In this paper, we investigated classroom tasks from two assessment courses from a state university in Brazil; specifically, which LAL components the tasks prioritized, and which of them promoted LAL the most. Data generation instruments included the courses’ calendars, observation protocols and pre-service teachers’ answers to questionnaires. In terms of LAL components, tasks that involved knowledge and skills were top-ranked, and in some cases included principles. Findings also indicate pre-service teachers’ preference for practical activities; their favorable view of the teaching procedures, and their recognition of the courses’ relevance to their professional development.

KEYWORDS
language assessment literacy; teachers’ professional development; classroom tasks

Components	Definitions	Dimensions
Knowledge	…refers to: - understanding the attribute to be assessed; - analyzing language models rigorously; - analyzing one’s language assessment lifeworlds; - defining proficiency; - understanding core concepts such as validity and reliability; - understanding current theories in language teaching, learning and assessment (e.g., project-based learning, assessment as learning).	I. Awareness of applied linguistics II. Awareness of theory and concepts III. Awareness of own language assessment context
Skills	…are practical aspects that involve: - alignment between objectives, instruction and assessment methods; - development of assessment rubrics; - familiarity with testing/ measurement techniques; - providing feedback to improve students’ performance; - employing multiple assessment methods; - implementing technologies for assessment.	IV. Instructional skills V. Design skills for language assessments VI. Skills in educational measurement VII. Technological skills
Principles	...include the rationale behind assessment and require: - considerations about ethics, fairness, democracy, transparency; - recognizing and understanding the historical, political, social and contextual aspects of assessment; - recognizing the power relations surrounding assessment and its impact in stakeholders’ lives.	VII. Awareness of and actions towards critical issues in language assessment

Task rank	%	Course	A/P	Top-ranked tasks
01	95%	WP	A	Creation of rubrics
02	90%	WP	A	Analysis and assessment of a written production task from a proficiency exam
03	80%	WP	P	Providing collective feedback to learning tasks
04	79%	OP	P	Using materials (e.g., rubrics) from standardized tests for discussions about classroom-based assessment (e.g., language concepts, descriptors)
04	79%	OP	A	Assessment of proficiency exam participants’ oral production based on (audio/video) recording
05	72%	OP	A	Assessment of proficiency exam participants’ oral production based on a simulation performed in class
06	70%	WP	P	Discussing theoretical concepts through practical activities (e.g., discussing of language concepts through proficiency exams rubrics)
06	70%	WP	P	Adapting learning and assessment activities to a language in use perspective
Task rank	%	Course	A/P	Bottom-ranked tasks
13	48%	OP	P	Collective feedback on oral presentations guided by a monitoring sheet
13	48%	OP	P	Peer-assessment of written production (critical review) guided by a checklist
14	44%	OP	A	Discussion about the use of a self-assessment sheet to assess online-based oral productions
		OP	P	Providing collective feedback to a written production activity
		OP	A	Guided reading of theoretical papers
15	41%	OP	A	Oral presentation about proficiency exams in foreign languages
15	41%	OP	A	Peer-assessment/collective feedback on oral presentations guided by monitoring sheet
16	34%	OP	A	Peer-assessment on written production activity guided by checklist
16	34%	OP	A	Review of learning activities
17	20%	WP	A	Non-guided reading of a theoretical paper
18	13%	OP	A	Production of critical reviews

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Universidade Federal de Santa Catarina Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Bloco B- 405, CEP: 88040-900, Florianópolis, SC, Brasil, Tel.: (48) 37219455 / (48) 3721-9819 - Florianópolis - SC - Brazil
E-mail: ilha@cce.ufsc.br

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[1] Source: the authors, based on Giraldo (2018) and Inbar-Lourie (2008)