| MUIANGA, Felizardo Armando. Language Assessment Literacy: Investigating English Language Teachers’ Assessment Literacy in Mozambique. Edukácia. košice, 2022, roč. 5, č. 1, s. 12-28, 16 s. ISSN 1339-8725. Dostupné z: https://dx.doi.org/10.33542/EDU2022-1-0. |
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@article{2232638,
author = {Muianga, Felizardo Armando},
article_location = {košice},
article_number = {1},
doi = {http://dx.doi.org/10.33542/EDU2022-1-0},
keywords = {Language assessment, formal training, assessment literacy, Mozambique},
language = {eng},
issn = {1339-8725},
journal = {Edukácia},
title = {Language Assessment Literacy: Investigating English Language Teachers’ Assessment Literacy in Mozambique},
url = {https://www.upjs.sk/public/media/27537/Felizardo.pdf},
volume = {5},
year = {2022}
}
TY - JOUR
ID - 2232638
AU - Muianga, Felizardo Armando
PY - 2022
TI - Language Assessment Literacy: Investigating English Language Teachers’ Assessment Literacy in Mozambique
JF - Edukácia
VL - 5
IS - 1
SP - 12-28
EP - 12-28
SN - 13398725
KW - Language assessment, formal training, assessment literacy, Mozambique
UR - https://www.upjs.sk/public/media/27537/Felizardo.pdf
N2 - This quantitative study constitutes the first phase of an explanatory sequential mixedmethods study on English language teachers’ assessment literacy in Mozambique. This phase of the study explored (n=72) English language teachers’ experience with formal training in language assessment and their self-perceived levels of classroom-based language assessment literacy. The findings suggest that the training received by the respondents in four dimensions of classroom-based language assessment literacy sits between moderate and advanced. The respondents seem to have attained the recommended levels of classroom-based language assessment literacy in two dimensions out of four, accentuating the need for more training in language assessment
ER -
MUIANGA, Felizardo Armando. Language Assessment Literacy: Investigating English Language Teachers’ Assessment Literacy in Mozambique. \textit{Edukácia}. košice, 2022, roč.~5, č.~1, s.~12-28, 16 s. ISSN~1339-8725. Dostupné z: https://dx.doi.org/10.33542/EDU2022-1-0.
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