‘L2 assessment and testing’ teacher education: an exploration of alternative assessment approaches using new technologies
Date Issued
August 2017
Author(s)
Abstract
Most Second Language (L2) Teacher Training Assessment and Testing
courses focus on testing. Through the development of a Master of Arts (MA) in a
computer assisted language learning module (based on a constructivist and ‘practise
what you preach’ approach, entailing that the teachers experience firsthand the
assessment types they were asked to develop), the instructor/researcher aimed to
provide Computer Assisted Language Assessment and Testing (CALAT) teacher
education, focusing on classroom assessment. The module was based on (1) current
theories and practices; (2) participants’ earlier assessment and testing background
experiences as school students, and their assessment and testing experiences and
current practices as L2 teachers; (3) participants’ assessment experiences not as L2
teachers but as students of the MA assessment and testing module; (4) participants’
L2 CALAT practising needs; and (5) problem-solving by constructing assessments
suitable for their practising needs. This article draws on a small-scale questionnaire,
participant in- and on-action reflective journal entries, and webinar chat notes to
examine the extent to which these goals were achieved. Data analysis and discussion
reveals that, the hands-on, technology-based, constructivist, and reflective approach
applied enhanced participants’ knowledge, skills and experiences in CALAT in
general and in L2 classroom assessment in particular.
courses focus on testing. Through the development of a Master of Arts (MA) in a
computer assisted language learning module (based on a constructivist and ‘practise
what you preach’ approach, entailing that the teachers experience firsthand the
assessment types they were asked to develop), the instructor/researcher aimed to
provide Computer Assisted Language Assessment and Testing (CALAT) teacher
education, focusing on classroom assessment. The module was based on (1) current
theories and practices; (2) participants’ earlier assessment and testing background
experiences as school students, and their assessment and testing experiences and
current practices as L2 teachers; (3) participants’ assessment experiences not as L2
teachers but as students of the MA assessment and testing module; (4) participants’
L2 CALAT practising needs; and (5) problem-solving by constructing assessments
suitable for their practising needs. This article draws on a small-scale questionnaire,
participant in- and on-action reflective journal entries, and webinar chat notes to
examine the extent to which these goals were achieved. Data analysis and discussion
reveals that, the hands-on, technology-based, constructivist, and reflective approach
applied enhanced participants’ knowledge, skills and experiences in CALAT in
general and in L2 classroom assessment in particular.
Affiliation
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