Resumen

TAJEDDIN, Zia; SAEEDI, Zari  y  PANAHZADEH, Vahid. English Language Teachers’ Perceived Classroom Assessment Knowledge and Practice: Developing and Validating a Scale. profile [online]. 2022, vol.24, n.2, pp.247-264.  Epub 06-Oct-2022. ISSN 1657-0790.  https://doi.org/10.15446/profile.v24n2.90518.

This study sought to develop and validate a classroom-based language assessment literacy scale to measure teachers’ perceived classroom-based assessment knowledge and practice. Exploratory factor analysis revealed that the scale items clustered around four factors: (a) purposes of assessment and grading, (b) assessment ethics, (c) student involvement in assessment, and (d) feedback and assessment interpretation. Moreover, the scale was administered to 348 Iranian English as a foreign language teachers. The findings showed that the majority reported to be literate in classroom-based language assessment and agreed to the allocation of more space to classroom-based language assessment in teacher education courses. The findings suggest that the newly-developed scale can serve as a valid and reliable tool to explore language teachers’ classroom-based assessment literacy.

Palabras clave : classroom assessment; classroom-based language assessment literacy; English as a foreign language teachers; scale development.

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