Language Assessment Literacy: Investigating English Language Teachers’ Assessment Literacy in Mozambique

Varování

Publikace nespadá pod Filozofickou fakultu, ale pod Pedagogickou fakultu. Oficiální stránka publikace je na webu muni.cz.
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MUIANGA Felizardo Armando

Rok publikování 2022
Druh Článek v odborném periodiku
Časopis / Zdroj Edukácia
Fakulta / Pracoviště MU

Pedagogická fakulta

Citace
www https://www.upjs.sk/public/media/27537/Felizardo.pdf
Doi http://dx.doi.org/10.33542/EDU2022-1-0
Klíčová slova Language assessment, formal training, assessment literacy, Mozambique
Popis 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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