Diagnostic study on teachers’ beliefs and practices in foreign language assessment

Keywords: beliefs, communicative competence, language assessment literacy, testing practices, test qualities

Abstract

This paper reports the findings of the qualitative diagnostic stage within an action research study whose purpose is to improve the language assessment literacy (LAL) of English teachers at a Colombian language institute. A questionnaire, interviews, and document analyses were used to inquire into beliefs and practices in the design of an achievement test. Findings suggest that these teachers believe tests should have core qualities that are partially mirrored in their practices. The research also highlights that beliefs and practices in test design exhibit a dynamic relationship. Conclusions are based on findings and provide information useful for professional development experiences in LAL.

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Author Biography

Frank Giraldo Aristizábal, Technological University of Pereira

Master of Arts in Teaching English as a Second Language, University of Illinois at Urbana-Champaign. M. Ed. Didáctica del Inglés, Universidad de Caldas (Unicaldas). Academic consultant to Instituto de Lenguas Extranjeras (ILEX), Universidad Tecnológica de Pereira. Professor Bachelor’s Degree on Bilingüismo con Énfasis en Inglés, Universidad Tecnológica de Pereira. 

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Published
2018-02-12
How to Cite
Giraldo Aristizábal F. (2018). Diagnostic study on teachers’ beliefs and practices in foreign language assessment. Íkala, 23(1), 25-44. https://doi.org/10.17533/udea.ikala.v23n01a04