‘L2 assessment and testing’ teacher education: an exploration of alternative assessment approaches using new technologies
Date Issued
August 2017
Author(s)
DOI
10.14705/rpnet.2017.eurocall2017.721
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.
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