Preservice English Teachers’ Assessment Awareness: Level of Readiness for Classroom Practice

Şevki KÖMÜR

Abstract


Only a few decades ago, language proficiency was assessed in domains such as grammar, vocabulary and understanding and producing oral language in various contexts. Today, language assessment has changed due to the widespread use of English in the business and academic worlds. This development has led to the emergence of new skills and competencies -- such as participation in group work and business planning discussions -- being added to a repertoire of existing language proficiencies. Considering the extent of the recent changes in assessment pedagogy, the purpose of the present study is to explore preservice English teachers’ assessment awareness and their level of readiness for assessment practice in language classroom. 49 fourth-year pre-service English teachers from the Department of English Language Education were included in the study, which adopted a qualitative research design. The data were collected through a questionnaire consisting of four open-ended questions administered in the spring term of the 2015-2016 academic year, and they were analyzed with a qualitative approach. The results showed that preservice teachers were aware of newly emerged/emerging skills and competencies in ELT, most reporting an urgent need for more training and practice to implement various assessment models in the language classroom

Keywords


Assessment awareness, Assessment literacy, Current and future trends in language assessment, Preservice English teachers, Language teacher education

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