Developing Pre-Service Teachers’ Language Assessment Literacy
An analysis of classroom tasks
Bibliographic Data
| ID | 21429474 |
|---|---|
| Authors | Isadora Teixeira Moraes (0000-0002-5393-286X, Universidade Federal de Minas Gerais), Viviane Aparecida Bagio Furtoso (0000-0001-6535-2902, Universidade Estadual de Londrina), Frank Giraldo (0000-0001-5221-8245, University of Caldas) |
| Year | 2025 |
| Volume | 77 |
| Pages | 1-20 |
| Publication date | 2025-02-05 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Ilha do Desterro A Journal of English Language Literatures in English and Cultural Studies (JOURNAL) |
| Journal identifiers | ISSN: 0101-4846 • E-ISSN: 2175-8026 |
| Publisher | Universidade Federal de Santa Catarina (UFSC) (PUBLISHER) |
| DOI | 10.5007/2175-8026.2024.e96898 |
| OpenAlex | W4408895590 |
| Language | EN |
Language assessment literacy (LAL) comprises the knowledge, skills and principles for sound assessment. In this paper, we investigated classroom tasks from two assessment courses from a state university in Brazil; specifically, which LAL components the tasks prioritized, and which of them promoted LAL the most. Data generation instruments included the courses’ calendars, observation protocols and pre-service teachers’ answers to questionnaires. In terms of LAL components, tasks that involved knowledge and skills were top-ranked, and in some cases included principles. Findings also indicate pre-service teachers’ preference for practical activities; their favorable view of educators’ teaching procedures, and recognition of the courses’ relevance to their professional development
English language · Language assessment · Linguistics · Literacy · Mathematics education · Pedagogy · Sociology · Computer Science · Higher Education Learning Practices · Psychology · Second Language Learning and Teaching · Student Assessment and Feedback
| Highly cited | No |
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