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English and French Teachers’ Assessment Practices in the Ukrainian Context: Understanding Language Assessment Literacy Needs Across Two Languages

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Published
Article number42
<mark>Journal publication date</mark>3/01/2025
<mark>Journal</mark>Education Sciences
Issue number1
Volume15
Publication StatusPublished
<mark>Original language</mark>English

Abstract

This paper explores assessment practices of teachers of English and French as a second language in the Ukrainian educational context with the aim of shaping the language assessment literacy (LAL) construct for teaching it to pre-service teachers. Seventy Ukrainian teachers completed a questionnaire designed to study their assessments that underpin their LAL. Analyses of the data confirmed the following: (1) teachers of English articulated a greater need for training in language testing and assessment, (2) teachers of English and French differ in the task formats they use, and (3) teachers of English and French assign different weight to various assessment criteria. These findings suggest that differences in assessment practices reflect cultural traditions in language pedagogies. Moreover, teachers’ assessments reflect the content of textbooks and international proficiency tests that they use for teaching purposes.