ABSTRACT

The purpose of the study was to investigate English language teachers’ perceptions of assessment, their language assessment literacy (LAL) levels and their training needs. 113 teachers from Germany and 379 teachers from Greece completed a survey questionnaire. The data were analyzed through a series of RM ANOVAs, correlation analyses, and confirmatory factor analysis. Data from interviews with 25 German and 20 Greek teachers were used as supporting qualitative data. The results indicated that teachers use similar constructs in their assessment and in their conceptualisations of LAL but their perceived training needs differed depending on their educational contexts. The interviews helped identify deeper insights into contextual factors. The paper discusses the importance of context in assessment and offers recommendations for teacher education programmes in language assessment literacy that are context responsive.

摘要

这项研究的目的是调查英语教师的评估观念，他们的语言评估素养（LAL）水平以及他们的培训需求。来自德国的113位教师和来自希腊的379位教师填写了调查问卷。通过一系列RM方差分析，相关分析和验证性因子分析对数据进行了分析。来自25位德国和20位希腊老师的访谈数据被用作定性数据。结果表明，教师在评估和LAL的概念上使用了类似的结构，但是根据他们的教育背景，他们感知的培训需求也有所不同。访谈有助于确定对上下文因素的更深刻见解。