Examining Language Assessment Literacy for Saudi Pre-service EFL Teachers

Faiza Abdalla Elhussien, Safaa Moustafa Khalil


Teacher assessment skills include knowledge of assessment methods and techniques, the ability to interpret assessment results, and the ability to use assessment to tailor teaching strategies to student needs. The present study examines non-native Teaching English as a Foreign Language (TEFL) pre-service teachers' awareness of students’ assessment. The study also investigates whether studying a course in assessment significantly impacts pre-service teachers' assessment literacy. To answer the research questions, an online test was administered to 52 pre-service teachers who are seniors at Majmaah University. The collected data were analyzed descriptively and inferentially with the aid of IBM SPSS version 22. The results revealed that non-native pre-service TEFL teachers have a low level of assessment literacy. Despite the overall weak performance in the test, the participants showed strength in some of the standards for teachers’ competence. They revealed a high capability of choosing and developing appropriate assessment methods. On the other hand, pre-service teachers possessed little awareness about their ability to implement students’ test results to adjust the curriculum or make better instructional decisions. Based on the study results, institutions may consider adding more assessment courses to the TEFL study plan or adopting some of the existing curricula and extending it to include all the assessment skills needed for creating qualified teachers. Designing a careful professional development training program for EFL faculty members is another important recommendation of the present study. Finally, future research in the field is needed for planning and implementing training programs to improve teachers’ assessment skills.

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DOI: https://doi.org/10.5430/wjel.v13n6p431

World Journal of English Language
ISSN 1925-0703(Print)  ISSN 1925-0711(Online)

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