Abstract
This paper reports on an action-research project that focuses on the assessment of second language teacher education. It was carried out in the context of the Cambridge Certificate in English Language Teaching to Adults (CELTA) and centres on how assessment criteria for this qualification are interpreted and operationalized by teacher educators working in New Zealand. The report also examines the construct validity of the criteria by matching them against a syllabus-based representation of teaching ability. It shows how some criteria are either over-generalized or overlap with other criteria, which results in problems of reliability. The paper concludes by suggesting ways in which these criteria could be adapted or amended. Issues arising from the discussion are relevant to English language teacher educators, in particular, and second language teacher educators in a broader context.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
