ASSESSMENT LITERACY AMONG ENGLISH LANGUAGE TEACHERS: A SURVEY OF PRACTICES AND PERCEPTIONS

Abstract

This study investigates assessment literacy among English language teachers through a survey of practices and perceptions. The research examines teachers' understanding of assessment concepts, their assessment practices in the classroom, and their perceptions of assessment's importance. A sample of English language teachers from diverse educational institutions participated in the survey. The findings reveal that while teachers demonstrate a moderate to high level of understanding of assessment concepts, there are variations in familiarity across different aspects of assessment. Formative assessment emerges as the most commonly used practice, highlighting its significance in monitoring student progress and providing timely feedback. Teachers unanimously recognize the importance of assessment in guiding instructional decisions and promoting student learning. However, challenges such as limited training opportunities and time constraints hinder the development of assessment literacy among teachers. The study also identifies a positive correlation between assessment literacy and effective teaching practices, emphasizing the need for continuous professional development. The implications of the findings underscore the importance of fostering a culture of assessment literacy within educational institutions through collaborative efforts among teachers, administrators, and policymakers. This research contributes to the understanding of assessment literacy among English language teachers and provides recommendations for enhancing assessment practices in language education.