276 / 2018-09-01 23:18:11

Reconstructing Language Assessment Literacy: A Self-Rating Scale for High School English Teachers

Language assessment literacy Self-rating scale High school English teachers

全体主题 > 教师测评素养

For the call of assessment for learning growing higher and higher, the assessment literacy of language teachers gradually comes into the core of academic field. However, the whole context of language assessment literacy(LAL) research in China demonstrates a picture of juvenility, mainly focusing on training channels for different groups of teachers though workshops or micro-lectures etc., which was far to reach all teachers in China. Thus, in order to construct an economical, practical, and user-friendly self-rating scale for high school English teachers, four perspectives were integrated to form a framework in this research: a. literature review from academic papers; b. frameworks of Language Testing textbooks; c. newly-published New English Curriculum Standards for High School (NECSHS,2018) in China; d. need survey. This research employed three stages with 428 papers, 20 textbooks of Language Testing, one standard and 162 subjects involved. The first stage was the need survey conducted by a questionnaire from Plake&Impara (1993) for investigating the teachers’ need about LAL. The second stage integrated the need analysis based on survey, literature review and the suggestive evaluation from NECSHS (2018) to form a construct of a self-rating scale. Finally came the validation with two sections: a well-designed self-rating scale verified by 8 experts, used for teachers’ LAL proficiency self-rating for 160 teachers, follow-up interviews for 20 and one-semester classroom observations for 4. The whole chain of construct validation and reliability testing process proved that the validity and usability of self-rating scale in this study and the necessity to localize LAL research.