A Language Assessment Literacy Survey of Pre-service and In-service Teachers: A Mixed-Methods Replication Study of Vogt and Tsagari (2014)

抄録

The importance of language assessment literacy (LAL) for teachers has been widely recognized in the field of language assessment. However, previous research showed insufficient teachers’ LAL caused by a lack of training. Although sufficient LAL could have a positive effect on learning or educational practices, there have been few investigations into teachers’ LAL in Japan. To address this gap, this mixed-methods study examined the pre-service and in-service teachers’ received training in the past, their training needs in the future, and their perceptions of assessment training by replicating Vogt and Tsagari’s (2014) study conducted in Europe. The results of the questionnaire administered to 72 respondents and follow-up interviews with eight of them showed that the participants received insufficient assessment training in various areas of classroom-based assessment. As for the training needs, teachers reported needing practical training that can be applied to the classroom easily, though the importance of considering contextual factors was also emphasized. The findings of this study provide insights into the consideration of the contents of assessment training to improve teachers’ LAL in Japan.