Developing Pre-Service Teachers’ Language Assessment Literacy: an analysis of classroom tasks
DOI:
https://doi.org/10.5007/2175-8026.2024.e96898Palavras-chave:
Language assessment literacy, Teachers' professional development, Classroom tasksResumo
Language assessment literacy (LAL) comprises the knowledge, skills and principles for sound assessment. In this paper, we investigated classroom tasks from two assessment courses from a state university in Brazil; specifically, which LAL components the tasks prioritized, and which of them promoted LAL the most. Data generation instruments included the courses’ calendars, observation protocols and pre-service teachers’ answers to questionnaires. In terms of LAL components, tasks that involved knowledge and skills were top-ranked, and in some cases included principles. Findings also indicate pre-service teachers’ preference for practical activities; their favorable view of educators’ teaching procedures, and recognition of the courses’ relevance to their professional development.
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