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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/Magazine › Journal article › peer-review

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English and French Teachers’ Assessment Practices in the Ukrainian Context: Understanding Language Assessment Literacy Needs Across Two Languages. / Ukrayinska, Olga.
In: Education Sciences, Vol. 15, No. 1, 42, 03.01.2025.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Ukrayinska, O 2025, 'English and French Teachers’ Assessment Practices in the Ukrainian Context: Understanding Language Assessment Literacy Needs Across Two Languages', Education Sciences, vol. 15, no. 1, 42. https://doi.org/10.3390/educsci15010042

APA

Ukrayinska, O. (2025). English and French Teachers’ Assessment Practices in the Ukrainian Context: Understanding Language Assessment Literacy Needs Across Two Languages. Education Sciences, 15(1), Article 42. https://doi.org/10.3390/educsci15010042

Vancouver

Ukrayinska O. English and French Teachers’ Assessment Practices in the Ukrainian Context: Understanding Language Assessment Literacy Needs Across Two Languages. Education Sciences. 2025 Jan 3;15(1):42. doi: 10.3390/educsci15010042

Author

Ukrayinska, Olga. / English and French Teachers’ Assessment Practices in the Ukrainian Context : Understanding Language Assessment Literacy Needs Across Two Languages. In: Education Sciences. 2025 ; Vol. 15, No. 1.

Bibtex

@article{b38d09e1fd5447c88cc2d0ecba6652f1,
title = "English and French Teachers{\textquoteright} Assessment Practices in the Ukrainian Context: Understanding Language Assessment Literacy Needs Across Two Languages",
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{\textquoteright} assessments reflect the content of textbooks and international proficiency tests that they use for teaching purposes.",
author = "Olga Ukrayinska",
year = "2025",
month = jan,
day = "3",
doi = "10.3390/educsci15010042",
language = "English",
volume = "15",
journal = "Education Sciences",
issn = "2227-7102",
publisher = "MDPI AG",
number = "1",

}

RIS

TY - JOUR

T1 - English and French Teachers’ Assessment Practices in the Ukrainian Context

T2 - Understanding Language Assessment Literacy Needs Across Two Languages

AU - Ukrayinska, Olga

PY - 2025/1/3

Y1 - 2025/1/3

N2 - 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.

AB - 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.

U2 - 10.3390/educsci15010042

DO - 10.3390/educsci15010042

M3 - Journal article

VL - 15

JO - Education Sciences

JF - Education Sciences

SN - 2227-7102

IS - 1

M1 - 42

ER -