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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