EFL language assessment literacy among Jordanian EFL secondary school teachers

Sara Mohammad El-Freihat

doi:10.18844/cjes.v16i5.6376

Abstract

The study aims to define EFL language assessment literacy among Jordanian EFL secondary school teachers. The study sample consisted of (214) EFL teachers at Irbid Governorate selected using random sampling method. To achieve the study objectives, a questionnaire consisted of (36) items was distributed on the study sample. The study showed that knowledge level of language assessment among Jordanian EFL teachers was low. The study revealed statistically significant differences in the knowledge level of language assessment among Jordanian EFL teachers due to years of experience, in favor of more than 10 years and due to qualification, in favor of PhD, while there were no statistically significant differences in light of gender. In light of the results the study suggests to pay more attention by university administrations to design training programs able to fulfill the actual needs of EFL pre-service teachers in Jordan. Keywords: Assessment Literacy, EFL Language.

Highlights

Educational systems always seek to develop students’ skills by providing them with rich learning experiences
As English is one of the basic school subjects working on transforming information and knowledge to students in an unfamiliar language for them when knowing that their native language is Arabic, this foreign language has many semantics and structures making it difficult for teachers to assess students’ needs unless they interact with them face to face
The study attempted to answer the following questions: 1- What is of language assessment skills level among Jordanian EFL teachers?

Summary

Introduction

Educational systems always seek to develop students’ skills by providing them with rich learning experiences. The Ministry of Education in Jordan (2020) acknowledged the importance of teachers as key factors in its quest to promote the quality of education This has urged the educational authorities to include different teaching skills in their teachers’ preparations programs and to focus on the various assessment tools that can help teachers in the development of the quality of the learning – teaching process. Assessment can inform educators and decision makers about the needed amendments, whether in the educational objectives or in the teaching methods adopted to improve the quality of the learning material For these reasons, having basic knowledge about the fundamentals of assessment is of vital significance for teachers, and this dictates the need for preparation programs to include the basics of assessment such as designing assessment tools, applying them, judging their reliability and validity as instruments for data collection

Objectives

Methods

Results