Abstract
The present study was executed with the purpose of validating ELT Certificate Lesson Observation and Report Task (ELTC-LORT), which was developed by China Language Assessment to certify China’s EFL teachers by performance-based testing. The ELT Certificate has high-stakes considering its impacts on candidates’ recruitment, ELT in China and quality of education, so it is crucially important for its validation so as to guarantee fairness and justice. The validity of task construct and rating rubric went through a process suited for many-facet Rasch measurement supplemented with qualitative interviews. Participants (N = 40) were provided with a video excerpt from a real EFL lesson, and required to deliver a report on the teacher’s performance. Two raters graded the records of the candidates’ reports using rating scales developed to measure EFL teacher candidates’ oral English proficiency and ability to analyze and evaluate teaching. Many-facet Rasch analysis demonstrated a successful estimation, with a noticeable spread among the participants and their traits, proving the task functioned well in measuring candidates’ performance and reflecting the difference of their ability. The raters were found to have good internal self-consistency, but not the same leniency. The rating scales worked well, with the average measures advancing largely in line with Rasch expectations. Semi-structured interviews as well as focus group interviews were executed to provide knowledge regarding the raters’ performance levels and the functionalities of the rating scale items. The findings provide implications for further research and practice of the Certificate.
Highlights
1.1 BackgroundEnglish language teaching certificate is an essential facilitator to measure English teachers’(Note 1) competence, qualify their teaching status, and encourage their professional development
This study has validated ELTCertificate-LORT through a process suited for many-facet Rasch measurement supplemented with interviews
The data indicated that the performance-based Lesson Observation and Report Task is valid to assess the candidates’ abilities to solve practical problems in English language teaching and to evaluate the process of their applying professional competence
Summary
English language teaching certificate is an essential facilitator to measure English teachers’(Note 1) competence, qualify their teaching status, and encourage their professional development. This certification category diversifies by adopting paper-pencil tests, performance assessments, or training programs to conform to specific certificate constructs. Others are designed to meet local requirements The former group is extended with certificates like Certificate in Teaching English to Speakers of Other Languages (CELTA), Teaching Knowledge Test (TKT), and ELTeach. The latter comprises English Exam for Teacher Certification (EETC), Praxis-ESOL, and the Language Proficiency Assessment for Teachers (English Language) (LPATE), etc
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