Language assessment literacy: an uncharted area for the English language teachers in Bangladesh

Nasreen Sultana

doi:10.1186/s40468-019-0077-8

Abstract

Language assessment literacy (LAL) is a critical field for researchers, scholars, or anyone interested in improving the language teaching environment. Understanding the basics of testing and the ability to perform testing-related activities becomes more significant in test-oriented countries. As such, in the extremely exam-oriented milieu of Bangladesh, giving tests and preparing students for high-stakes tests are the two core tasks performed by language teachers. English teachers’ readiness and ability to perform various test-related tasks determine the quality of English education in the country. In this regard, earlier studies have investigated various factors related to English language teaching. However, the assessment literacy of teachers has rarely been investigated within the context of Bangladeshi language teaching. There is no publication or broader research to understand how LAL operates in English teachers in the country. Considering the test-oriented nature of Bangladesh, it is essential to explore if the LAL of language teachers is benefitting classroom teaching and learning. Hence, this research aims to examine the nature and functionality of LAL among English teachers in Bangladesh. The study focused on two central concerns: first, whether the English teachers in the country are academically and professionally ready to perform various testing tasks; and second, how the teachers perceive LAL in their teaching practices. Semi-structured interviews were used as the data collection method for this qualitative study. The results provided insights into how the inadequate academic and professional testing background of teachers hindered their performance in conducting assessment-related tasks and contributed to their limitations in the use of assessments to improve teaching. Based on the findings, the article concludes with suggestions that can be implemented to develop language assessment awareness of English teachers in Bangladesh.

Highlights

Popham (2004) once labeled teachers’ lack of appropriate training in assessment as “professional suicide” (p. 82)
English teachers are responsible for preparing the questions for the internal examinations that are held at the school or preparing the students for public exams, it has never been considered essential for classroom English teachers to develop the required assessment literacy
Lack of academic knowledge and professional training After analyzing the demographic information of the teachers, it was found that eight of the ten participants held degrees in English literature, one had BA and MA degrees in Economics, and just one teacher had an MA degree in English Language Teaching (ELT). Those who held degrees in English literature did not understand the approaches to English Language Teaching

Summary

Introduction

Popham (2004) once labeled teachers’ lack of appropriate training in assessment as “professional suicide” (p. 82). In Western educational settings, the assessment literacy of teachers has received attention in educational policies and research (2019) 9:1 since the early 1990s (Gotch & French, 2014; Plake et al, 1993; Popham, 2013; Stiggins, 2004). In the context of Bangladesh, assessment literacy is still an underexplored area, especially for classroom English language teachers. English teachers are responsible for preparing the questions for the internal examinations that are held at the school or preparing the students for public exams, it has never been considered essential for classroom English teachers to develop the required assessment literacy. There is no publication that indicates or investigates the assessment literacy of English teachers in the context of Bangladesh. This paper, investigates to what extent English language teachers at the secondary level possess assessment literacy and how they perceive LAL

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Conclusion