assessment fundamentals: a needs-based analysis of the assessment literate efl teachers

Recent years in language testing and assessment have witnessed a marked shift in empowering language teachers with assessment toolboxes to develop proper measures to evaluate language learners’ language abilities, implement them in language classes, and report on student learning. however, previous research studies have shown that language teachers are inadequately trained to undertake such enterprises. to that end, the present study aimed to identify, analyze, and evaluate the assessment needs iranian in-service language teachers require to operate well in target situations to design, administer, and score assessments in the best possible way. to achieve this goal, the present researcher employed a 3-point, likert-scale, researcher-made survey questionnaire to seek the opinions of iranian in-service language teachers. the researcher used spss (version 25) and a series of factor-analytic techniques to analyze the questionnaire data. results from exploratory factor analysis showed two factors accounting for assessment needs of language teachers, highlighting the practical aspects of language assessment and underlining the higher doses of language pedagogy followed by technical skills in assessment-related activities. drawing on the findings of the study, the researcher discussed the implications in relation to in-service teacher professional development; sustainable, on-the-job teacher training; and motivational assessment identity roles of language teachers. the paper concluded with proposing some directions for future research.

Assessment Fundamentals: A Needs-Based Analysis of the Assessment Literate EFL Teachers

Recent years in language testing and assessment have witnessed a marked shift in empowering language teachers with assessment toolboxes to develop proper measures to evaluate language learners’ language abilities, implement them in language classes, and report on student learning. However, previous research studies have shown that language teachers are inadequately trained to undertake such enterprises. To that end, the present study aimed to identify, analyze, and evaluate the assessment needs Iranian in-service language teachers require to operate well in target situations to design, administer, and score assessments in the best possible way. To achieve this goal, the present researcher employed a 3-point, Likert-scale, researcher-made survey questionnaire to seek the opinions of Iranian in-service language teachers. The researcher used SPSS (version 25) and a series of factor-analytic techniques to analyze the questionnaire data. Results from exploratory factor analysis showed two factors accounting for assessment needs of language teachers, highlighting the practical aspects of language assessment and underlining the higher doses of language pedagogy followed by technical skills in assessment-related activities. Drawing on the findings of the study, the researcher discussed the implications in relation to in-service teacher professional development; sustainable, on-the-job teacher training; and motivational assessment identity roles of language teachers. The paper concluded with proposing some directions for future research.