Language Assessment Literacy: Investigating English Language Teachers’ Assessment Literacy in Mozambique
| Authors | |
|---|---|
| Year of publication | 2022 |
| Type | Article in Periodical |
| Magazine / Source | Edukácia |
| MU Faculty or unit | |
| Citation | |
| Web | https://www.upjs.sk/public/media/27537/Felizardo.pdf |
| Doi | http://dx.doi.org/10.33542/EDU2022-1-0 |
| Keywords | Language assessment, formal training, assessment literacy, Mozambique |
| Description | This quantitative study constitutes the first phase of an explanatory sequential mixedmethods study on English language teachers’ assessment literacy in Mozambique. This phase of the study explored (n=72) English language teachers’ experience with formal training in language assessment and their self-perceived levels of classroom-based language assessment literacy. The findings suggest that the training received by the respondents in four dimensions of classroom-based language assessment literacy sits between moderate and advanced. The respondents seem to have attained the recommended levels of classroom-based language assessment literacy in two dimensions out of four, accentuating the need for more training in language assessment |
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