Principles and criteria for developing pre-service teachers' assessment literacy in assessing english language skills
DOI:
https://doi.org/10.17721/2663-0303.2024.2.05Keywords:
competency-based education, language assessment literacy, pre-service teachersAbstract
Background. Language assessment literacy (LAL) entails various skills, methods, techniques and principles that pre-service teachers are expected to master as part of their university training. In the European context, significant attention has been paid to defining the essence, challenges, and potential reforms concerning LAL. Advancing the practices of teaching assessment to pre-service teachers, and promoting improved methodologies for assessing language skills should also become a priority in Ukrainian scientific settings.
Purpose. The article outlines the principles and criteria for developing teachers' language assessment literacy through the lens of European experience. A review of the relevant literature on the topic empowered the author to determine the theoretical and practical components the university training has to include. The study evaluates the alignment of these competencies with the 30 bachelor study programs in Ukrainian higher institutions to identify gaps and opportunities for improvement.
Methodology. This study is developed within the conceptual framework of competency-based education (CBE). A systemic analysis of literature was employed to identify and examine the key components of teacher language assessment literacy: theoretical knowledge, practical skills, judgements and practical steps taken by teachers during assessment procedures. A comparative analysis was performed based on 30 curricula at 23 Ukrainian universities that train bachelors majoring in secondary education in English.
Results and discussion. The study revealed that among 30 bachelor study programs in Ukrainian educational institutions, the majority (80%) offer theoretical and practical preparation for assessment that is embedded within different pedagogical and methodological courses. 10% provide separate courses in assessment, while 10% do not include assessment in their study programmes.
Based on these findings, it is advised that universities prioritize teaching assessment, as it directly impacts educational planning, implementation and washback. If assessment is not treated as a distinct competency, graduates may develop their own understanding of assessment through observation or practical experience, lacking a robust theoretical foundation.
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