Abstract
This study reports on the development and validation of Language Assessment Knowledge Scale, LAKS, which aims to measure teachers’ language assessment knowledge. The initial development of the scale included a thorough literature review, creating an item pool, and an initial expert opinion stage. The later process, which led to the development of the final form, consisted of several detailed stages including organizing meetings with practitioners in the field, gathering opinions of experts in language testing and assessment, and piloting the scale. At the end of this long-lasting validation process, LAKS with 60 items and 4 constructs (assessing reading, assessing listening, assessing writing, and assessing speaking) was completed by 542 EFL teachers working in higher education context. The statistical procedures during the analysis process included second-order confirmatory factor analysis, and Cronbach alpha for the reliability. The findings revealed that LAKS had a good model-data fit with the obtained factor loads, and Cronbach alpha coefficients were satisfactory. Concluding that LAKS can serve as a valid and reliable instrument to measure language teachers’ assessment knowledge, the study offers several suggestions for further research.
Highlights
Assessment in any education context is mainly associated with learners, yet the teachers’ role in determining the result of the assessment and learners’ success or failure is undeniable
Similar to Kremmel and Harding, this tool seeks for self-reports of the participants, and aims to measure their language assessment knowledge and practices based on a perception level. For these two major reasons, there is an urgent need for the investigation of this knowledge, and this study aims to develop and validate Language Assessment Knowledge Scale (LAKS) as a new and to-the-point instrument to be used for that purpose
Considering the paucity of research focusing on language assessment literacy and the urgent need for an instrument to measure language assessment knowledge, as the core of language assessment literacy, among language teachers, this study aimed to develop language assessment knowledge scale—LAKS
Summary
Assessment in any education context is mainly associated with learners, yet the teachers’ role in determining the result of the assessment and learners’ success or failure is undeniable. The literature (Calderhead 1996; Malone 2013) touches upon the critical role of teachers in assessment process and the importance of their decision-making. Research indicates that teachers are not well equipped with sufficient knowledge on testing and assessment, and they are not ready for their roles as assessors (Mertler 2005). The discussion regarding the role of teachers in assessment and their competency in this domain has led to the emergence of a relatively popular concept, “assessment literacy.”. The term was coined by Stiggins (1991), and rooted in mainstream educational and psychology research mostly.
Sign-in/Register to view highlights & summary 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.
