MUIANGA, Felizardo Armando. Language Assessment Literacy: Investigating English Language Teachers’ Assessment Literacy in Mozambique. Edukácia. košice, 2022, vol. 5, No 1, p. 12-28, 16 pp. ISSN 1339-8725. Available from: https://dx.doi.org/10.33542/EDU2022-1-0.
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Basic information
Original name Language Assessment Literacy: Investigating English Language Teachers’ Assessment Literacy in Mozambique
Authors MUIANGA, Felizardo Armando.
Edition Edukácia, košice, 2022, 1339-8725.
Other information
Original language English
Type of outcome Article in a journal
Country of publisher Slovakia
Confidentiality degree is not subject to a state or trade secret
WWW URL
Organization unit Faculty of Education
Doi http://dx.doi.org/10.33542/EDU2022-1-0
Keywords in English Language assessment, formal training, assessment literacy, Mozambique
Tags Reviewed
Changed by Changed by: Mgr. Felizardo Armando Muianga, Ph.D., učo 452888. Changed: 19/11/2022 13:56.
Abstract
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
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