Exploring Language Assessment Knowledge of In-Service English Language Teachers in K-12 Context

Year 2023, , 610 - 627, 28.12.2023

Gamze Satgun , Asuman Aşık

https://doi.org/10.51535/tell.1321423

Abstract

Language Assessment Literacy (LAL) is recognized as a crucial literacy skill that English language teachers should continually enhance. More research is needed to investigate the levels of LAL and Language Assessment Knowledge (LAK) of language teachers in a variety of different contexts. Notably, there is a scarcity of studies within the K-12 contexts in the existing literature. In response to this gap, the present study delves into the LAL levels of in-service English teachers within the K-12 educational context in Türkiye. The data were collected with the Language Assessment Knowledge Scale (LAKS) from 202 in-service English teachers working at primary, middle, and high school levels. The results of the analyses revealed that the teachers’ LAK in general was notably high. The teachers’ knowledge level in assessing reading and speaking was significantly high while they had significantly lower levels of knowledge in assessing writing and listening. Regarding the effect of the demographic factors on LAK, no significant difference was found. Based on the results, pedagogical implications are made for the teachers and policy makers.

Keywords

English language teachers, language assessment literacy, language assessment knowledge

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