Exploring Teachers' Language Assessment Literacy

A Social Constructivist Approach to Understanding Effective Practices

Vivien Berry, Susan Sheehan, Sonia Munro

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Exploring teachers’ levels of assessment literacy in terms of their previous assessment experiences may help teacher educators to better understand the factors which promote or prevent effective assessment, thus contributing to more targeted and empowering teacher education. The research presented in this paper adopts a social constructivist model of learning and meaning-making, with the language classroom representing the community of practice. The first phase of the project consisted of interviews with teachers, in which they were invited to estimate their understanding of individual components of the assessment process and indicate how much they would like to learn about each. Classroom observations then took place followed by post-observation, reflective interviews. Finally, focus group discussions were conducted with further groups of experienced teachers. Four key findings are presented, highlighting the considerable differences in understanding which exist between teachers and those who research and write about language testing/assessment.
Original languageEnglish
Title of host publicationLearning and Assessment: Making the Connections
Subtitle of host publicationProceedings of the ALTE 6th International Conference, 3-5 May 2017
EditorsEsther Guitierrez Eugenio
Place of PublicationCambridge
Pages201-207
Number of pages7
Publication statusPublished - Sep 2017
EventAssociation of Language Testers in Europe 6th International Conference: Learning and Assessment: Making the Connections - Bologna, Italy
Duration: 3 May 20175 May 2017
Conference number: 6
http://events.cambridgeenglish.org/alte-2017/ (Link to Conference Details)

Conference

ConferenceAssociation of Language Testers in Europe 6th International Conference
Abbreviated titleALTE 2017
CountryItaly
CityBologna
Period3/05/175/05/17
Internet address

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teacher
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Cite this

Berry, V., Sheehan, S., & Munro, S. (2017). Exploring Teachers' Language Assessment Literacy: A Social Constructivist Approach to Understanding Effective Practices. In E. Guitierrez Eugenio (Ed.), Learning and Assessment: Making the Connections: Proceedings of the ALTE 6th International Conference, 3-5 May 2017 (pp. 201-207). Cambridge.
Berry, Vivien ; Sheehan, Susan ; Munro, Sonia. / Exploring Teachers' Language Assessment Literacy : A Social Constructivist Approach to Understanding Effective Practices. Learning and Assessment: Making the Connections: Proceedings of the ALTE 6th International Conference, 3-5 May 2017. editor / Esther Guitierrez Eugenio. Cambridge, 2017. pp. 201-207
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title = "Exploring Teachers' Language Assessment Literacy: A Social Constructivist Approach to Understanding Effective Practices",
abstract = "Exploring teachers’ levels of assessment literacy in terms of their previous assessment experiences may help teacher educators to better understand the factors which promote or prevent effective assessment, thus contributing to more targeted and empowering teacher education. The research presented in this paper adopts a social constructivist model of learning and meaning-making, with the language classroom representing the community of practice. The first phase of the project consisted of interviews with teachers, in which they were invited to estimate their understanding of individual components of the assessment process and indicate how much they would like to learn about each. Classroom observations then took place followed by post-observation, reflective interviews. Finally, focus group discussions were conducted with further groups of experienced teachers. Four key findings are presented, highlighting the considerable differences in understanding which exist between teachers and those who research and write about language testing/assessment.",
author = "Vivien Berry and Susan Sheehan and Sonia Munro",
note = "Accepted date taken from ePrints. Deposited within 3 months of publication date. SH 20/9/17. Not deposited within 3 months of acceptance. Deposited within 3 months of publication. No ISSN or ISBN. HN 11/10/2017",
year = "2017",
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language = "English",
pages = "201--207",
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Berry, V, Sheehan, S & Munro, S 2017, Exploring Teachers' Language Assessment Literacy: A Social Constructivist Approach to Understanding Effective Practices. in E Guitierrez Eugenio (ed.), Learning and Assessment: Making the Connections: Proceedings of the ALTE 6th International Conference, 3-5 May 2017. Cambridge, pp. 201-207, Association of Language Testers in Europe 6th International Conference, Bologna, Italy, 3/05/17.

Exploring Teachers' Language Assessment Literacy : A Social Constructivist Approach to Understanding Effective Practices. / Berry, Vivien ; Sheehan, Susan; Munro, Sonia.

Learning and Assessment: Making the Connections: Proceedings of the ALTE 6th International Conference, 3-5 May 2017. ed. / Esther Guitierrez Eugenio. Cambridge, 2017. p. 201-207.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

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N1 - Accepted date taken from ePrints. Deposited within 3 months of publication date. SH 20/9/17. Not deposited within 3 months of acceptance. Deposited within 3 months of publication. No ISSN or ISBN. HN 11/10/2017

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N2 - Exploring teachers’ levels of assessment literacy in terms of their previous assessment experiences may help teacher educators to better understand the factors which promote or prevent effective assessment, thus contributing to more targeted and empowering teacher education. The research presented in this paper adopts a social constructivist model of learning and meaning-making, with the language classroom representing the community of practice. The first phase of the project consisted of interviews with teachers, in which they were invited to estimate their understanding of individual components of the assessment process and indicate how much they would like to learn about each. Classroom observations then took place followed by post-observation, reflective interviews. Finally, focus group discussions were conducted with further groups of experienced teachers. Four key findings are presented, highlighting the considerable differences in understanding which exist between teachers and those who research and write about language testing/assessment.

AB - Exploring teachers’ levels of assessment literacy in terms of their previous assessment experiences may help teacher educators to better understand the factors which promote or prevent effective assessment, thus contributing to more targeted and empowering teacher education. The research presented in this paper adopts a social constructivist model of learning and meaning-making, with the language classroom representing the community of practice. The first phase of the project consisted of interviews with teachers, in which they were invited to estimate their understanding of individual components of the assessment process and indicate how much they would like to learn about each. Classroom observations then took place followed by post-observation, reflective interviews. Finally, focus group discussions were conducted with further groups of experienced teachers. Four key findings are presented, highlighting the considerable differences in understanding which exist between teachers and those who research and write about language testing/assessment.

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Berry V, Sheehan S, Munro S. Exploring Teachers' Language Assessment Literacy: A Social Constructivist Approach to Understanding Effective Practices. In Guitierrez Eugenio E, editor, Learning and Assessment: Making the Connections: Proceedings of the ALTE 6th International Conference, 3-5 May 2017. Cambridge. 2017. p. 201-207