La competencia de evaluación de la escritura de los profesores de inglés: Estudio de los conocimientos, creencias y prácticas de los profesores en China
DOI:
https://doi.org/10.30827/portalin.vi40.23812Palabras clave:
Competencia de evaluación lingüística, evaluación de la escritura, conocimientos del profesor, creencias del docente, formación del profesoradoResumen
La competencia de la evaluación de la escritura (WAL) es parte de la habilidad profesional de los profesores de idiomas, sin embargo, no se presta suficiente atención a la WAL de los profesores de inglés como lengua extranjera (EFL) de los países que no hablan inglés. El estudio analizó los conocimientos, las creencias y las prácticas en la evaluación de la escritura de 219 docentes terciarios de EFL de China y los datos fueron recogidos por una encuesta WAL en escala Likert (Crusan et al., 2016), y se analizaron cuantitativamente en sus niveles de la WAL y la influencia de sus características demográficas. Es el primer estudio que explora la relación entre las diferentes dimensiones de la WAL, es decir, los niveles de conocimiento, las creencias y las prácticas. Los resultados indicaron que la WAL de los encuestados era relativamente positiva y sus experiencias de formación y títulos académicos afectaban significativamente la WAL. Además, los conocimientos y las creencias son dos factores significativos y determinantes. Se analizaron las implicaciones para los futuros programas de formación de profesores de EFL.
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Afshar, H. S., & Ranjbar, N. (2021). EAP teachers’ assessment literacy: From theory to practice. Studies in Educational Evaluation, 70, 101042. https://doi.org/10.1016/j.stueduc.2021.101042
American Federation of Teachers, National Council on Measurement in Education, & National Education Association (AFT, NCME, & NEA). (1990). Standards for teacher competence in educational assessment of students. Educational Measurement: Issues and Practice, 9(4), 30–32.
Askew, M., & Askew, M. (1997). Effective teachers of numeracy. King's College London.
Ataie-Tabar, M., Zareian, G., Amirian, S. M. R., & Adel, S. M. R. (2019). A study of socio-cultural conception of writing assessment literacy: Iranian EFL teachers’ and students’ perspectives. English Teaching & Learning, 43(4), 389-409.
Bai, B., Shen, B., & Mei, H. (2020). Hong Kong primary students' self-regulated writing strategy use: Influences of gender, writing proficiency, and grade level. Studies in Educational Evaluation, 65, 100839, 1–11.
https://doi.org//10.1016/j.stueduc.2020.100839
Bailey, K., & Brown, J. (1999). Learning about language assesment: Dilemmas, decisions, and directions & new ways of classroom assessment. Learning, 4(2), 1-8.
Baker, B. (2016). Language assessment literacy as professional competence: The case of Canadian admissions decision makers. Canadian Journal of Applied Linguistics, 19(1), 63-83.
Berry, V., Sheehan, S., & Munro, S. (2019). What does language assessment literacy mean to teachers? ELT Journal, 73(2), 113-123. https://doi.org/10.1093/elt/ccy055
Brindley, G. (2001). Language assessment and professional development. In C. Elder, A. Brown, E. Grove, K. Hill, N. Iwashita, T. Luley, T. McNamara & K. O’ Loughlin (Eds.), Experimenting With Uncertainty: Essays in Honour of Alan Davies (pp. 137-143). Cambridge University Press.
Brown, J. D., & Bailey, K. (2008). Language testing courses: What are they in 2007? Language Testing, 25 (3), 349-383. https://doi.org/10.1177/0265532208090157
Brown, G. T., Kennedy, K. J., Fok, P. K., Chan, J. K. S., & Yu, W. M. (2009). Assessment for student improvement: Understanding Hong Kong teachers’ conceptions and practices of assessment. Assessment in Education: Principles, Policy & Practice, 16(3), 347-363. https://doi.org/10.1080/09695940903319737
Cohen, J. (1992). Quantitative methods in psychology: A power primer. Psychological Bulletin, 112(1), 155-159.
Crusan, D., Plakans, L., & Gebril, A. (2016). Writing assessment literacy: Surveying second language teachers’ knowledge, beliefs, and practices. Assessing Writing, 28, 43-56. https://doi.org/10.1016/j.asw.2016.03.001
Davies, A. (2008). Textbook trends in teaching language testing. Language Testing, 25(3), 327-347. https://doi.org/10.1177/0265532208090156
DeLuca, C., Chavez, T., & Cao, C. (2013). Establishing a foundation for valid teacher judgement on student learning: The role of pre-service assessment education. Assessment in Education: Principles, Policy & Practice, 20(1), 107-126. https://doi.org/10.1080/0969594X.2012.668870
Ernest, P. (1989). The knowledge, beliefs and attitudes of the mathematics teacher: A model. Journal of Education for Teaching, 15(1), 13-33. https://doi.org/10.1080/0260747890150102
Fulcher, G. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly, 9, 113-132. https://doi.org/10.1080/15434303.2011.642041
Giraldo, F. (2020). A post-positivist and interpretive approach to researching teachers’ language assessment literacy. Profile Issues in Teachers Professional Developmen 22(1), 189-200. https://doi.org/10.15446/profile.v22n1.78188
Harding, L., & Kremmel, B. (2020). SLA researcher assessment literacy. In P. Winke & T. Brunfaut (Eds.), The Routledge handbook of second language acquisition and language testing (pp. 54-66). Routledge. https://doi.org/10.4324/9781351034784-7
Inbar-Lourie, O. (2008). Constructing a language assessment knowledge base: A focus on language assessment courses. Language Testing, 25(3), 385-402. https://doi.org/10.1177/0265532208090158
Inbar-Lourie, O. (2017). Language assessment literacy. In Language Testing and Assessment (pp. 257-270). Springer International Publishing. https://doi.org/10.1007/978-3-319-02261-1_19
Kiomrs, R., Abdolmehdi, R., & Rashidi, N. (2011). On the interaction of test Washback and teacher assessment literacy: The case of Iranian EFL secondary school Teachers. English Language Teaching, 4(1), 156-161. https://doi.org/10.5539/elt.v4n1p156
Kremmel, B., & Harding, L. (2019, March). Exploring the language assessment literacy of SLA researchers [Conference presentation]. 2019 Conference of the American Association for Applied Linguistics (AAAL). Atlanta, GA. United States.
Kremmel, B., & Harding, L. (2020). Towards a comprehensive, empirical model of language assessment literacy across stakeholder groups: Developing the language assessment literacy survey. Language Assessment Quarterly, 17(1), 100-120. https://doi.org/10.1080/15434303.2019.1674855
Kim, A. A., Chapman, M., Kondo, A., & Wilmes, C. (2020). Examining the assessment literacy required for interpreting score reports: A focus on educators of K-12 English learners. Language Testing 37(1), 54-75. https://doi.org/10.1177/0265532219859881
Lam, R. (2015). Language assessment training in Hong Kong: Implications for language assessment literacy. Language Testing, 32(2), 169-197. https://doi.org/10.1177/0265532214554321
Lam, R. (2019). Teacher assessment literacy: Surveying knowledge, conceptions and practices of classroom-based writing assessment in Hong Kong. System, 81, 78-89. https://doi.org/10.1016/j.system.2019.01.006
Lan, C., & Fan, S. (2019). Developing classroom-based language assessment literacy for in-service EFL teachers: The gaps. Studies in Educational Evaluation, 61, 112-122. https://doi.org/10.1016/j.stueduc.2019.03.003
Lee, I. (2017). Classroom writing assessment and feedback in L2 school contexts. Springer.
Önalan, O., & Gürsoy, E. (2020). Private school EFL teachers’ perceptions on assessment: A case study in Turkey. Porta Linguarum, 33, 249-264.
Plake, B. S., Impara, J. C., & Fager, J. J. (1993). Assessment competencies of teachers: A national survey. Educational Measurement: Issues and Practice, 12(4), 10-12.
Rogers, W. T., Cheng, L., & Hu, H. (2007). ESL/EFL instructors’ beliefs about assessment and evaluation. Comparative and International Education/´Education Compar´ee et Internationale, 36(1), 39-61. https://doi.org/10.5206/cie-eci.v36i1.9088
Schmider, E., Ziegler, M., Danay, E., Beyer, L., & Bühner, M. (2010). Is it really robust? Reinvestigating the robustness of ANOVA against violations of the normal distribution assumption. Methodology, 6(4), 147-151. https://doi.org/10.1027/1614-2241/a000016
Taylor, L. (2013). Communicating the theory, practice and principles of language testing to test stakeholders: Some reflections. Language Testing, 30(3), 403-412. https://doi.org/10.1177/0265532213480338
Tsagari, D., & Vogt, K. (2017). Assessment literacy of foreign language teachers around Europe: Research, challenges and future prospects. Papers in Language Testing and Assessment, 6(1), 41-63. https://doi.org/10.1080/15434303.2014.960046
Vogt, K., & Tsagari, D. (2014). Assessment literacy of foreign language teachers: Findings of a European Study. Language Assessment Quarterly, 11(4), 374-402. https://doi.org/10.1080/15434303.2014.960046
Wang, L., Lee, I., & Park, M. (2020). Chinese university EFL teachers’ beliefs and practices of classroom writing assessment. Studies in Educational Evaluation, 66, 100890. https://doi.org/10.1016/j.stueduc.2020.100890
Weigle, S. C. (2007). Teaching writing teachers about assessment. Journal of Second Language Writing, 16(3), 194-209. https://doi.org/10.1016/j.jslw.2007.07.004
Wilkins, J. L. (2008). The relationship among elementary teachers’ content knowledge, attitudes, beliefs, and practices. Journal of Mathematics Teacher Education, 11(2), 139-164. https://doi.org/10.1007/s10857-007-9068-2
Xu, Y., & Brown, G. T. (2016). Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education, 58, 149-162. https://doi.org/10.1016/j.tate.2016.05.010
Xu, Y., & Brown, G. T. (2017). University English teacher assessment literacy: A survey-test report from China. Papers in Language Testing and Assessment, 6(1), 133-158.
Zhang, L. J. (2016). Reflections on the pedagogical imports of Western practices for professionalizing ESL/EFL writing and writing-teacher education. Australian Review of Applied Linguistics, 39(3), 203-232. https://doi.org/10.1075/aral.39.3.01zha
Zhang, S. (2009). Has portfolio assessment become common practice in EFL classrooms? Empirical studies from China. English Language Teaching, 2(2), 98-118. https://doi.org/10.5539/elt.v2n2p98
American Federation of Teachers, National Council on Measurement in Education, & National Education Association (AFT, NCME, & NEA). (1990). Standards for teacher competence in educational assessment of students. Educational Measurement: Issues and Practice, 9(4), 30–32.
Askew, M., & Askew, M. (1997). Effective teachers of numeracy. King's College London.
Ataie-Tabar, M., Zareian, G., Amirian, S. M. R., & Adel, S. M. R. (2019). A study of socio-cultural conception of writing assessment literacy: Iranian EFL teachers’ and students’ perspectives. English Teaching & Learning, 43(4), 389-409.
Bai, B., Shen, B., & Mei, H. (2020). Hong Kong primary students' self-regulated writing strategy use: Influences of gender, writing proficiency, and grade level. Studies in Educational Evaluation, 65, 100839, 1–11.
https://doi.org//10.1016/j.stueduc.2020.100839
Bailey, K., & Brown, J. (1999). Learning about language assesment: Dilemmas, decisions, and directions & new ways of classroom assessment. Learning, 4(2), 1-8.
Baker, B. (2016). Language assessment literacy as professional competence: The case of Canadian admissions decision makers. Canadian Journal of Applied Linguistics, 19(1), 63-83.
Berry, V., Sheehan, S., & Munro, S. (2019). What does language assessment literacy mean to teachers? ELT Journal, 73(2), 113-123. https://doi.org/10.1093/elt/ccy055
Brindley, G. (2001). Language assessment and professional development. In C. Elder, A. Brown, E. Grove, K. Hill, N. Iwashita, T. Luley, T. McNamara & K. O’ Loughlin (Eds.), Experimenting With Uncertainty: Essays in Honour of Alan Davies (pp. 137-143). Cambridge University Press.
Brown, J. D., & Bailey, K. (2008). Language testing courses: What are they in 2007? Language Testing, 25 (3), 349-383. https://doi.org/10.1177/0265532208090157
Brown, G. T., Kennedy, K. J., Fok, P. K., Chan, J. K. S., & Yu, W. M. (2009). Assessment for student improvement: Understanding Hong Kong teachers’ conceptions and practices of assessment. Assessment in Education: Principles, Policy & Practice, 16(3), 347-363. https://doi.org/10.1080/09695940903319737
Cohen, J. (1992). Quantitative methods in psychology: A power primer. Psychological Bulletin, 112(1), 155-159.
Crusan, D., Plakans, L., & Gebril, A. (2016). Writing assessment literacy: Surveying second language teachers’ knowledge, beliefs, and practices. Assessing Writing, 28, 43-56. https://doi.org/10.1016/j.asw.2016.03.001
Davies, A. (2008). Textbook trends in teaching language testing. Language Testing, 25(3), 327-347. https://doi.org/10.1177/0265532208090156
DeLuca, C., Chavez, T., & Cao, C. (2013). Establishing a foundation for valid teacher judgement on student learning: The role of pre-service assessment education. Assessment in Education: Principles, Policy & Practice, 20(1), 107-126. https://doi.org/10.1080/0969594X.2012.668870
Ernest, P. (1989). The knowledge, beliefs and attitudes of the mathematics teacher: A model. Journal of Education for Teaching, 15(1), 13-33. https://doi.org/10.1080/0260747890150102
Fulcher, G. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly, 9, 113-132. https://doi.org/10.1080/15434303.2011.642041
Giraldo, F. (2020). A post-positivist and interpretive approach to researching teachers’ language assessment literacy. Profile Issues in Teachers Professional Developmen 22(1), 189-200. https://doi.org/10.15446/profile.v22n1.78188
Harding, L., & Kremmel, B. (2020). SLA researcher assessment literacy. In P. Winke & T. Brunfaut (Eds.), The Routledge handbook of second language acquisition and language testing (pp. 54-66). Routledge. https://doi.org/10.4324/9781351034784-7
Inbar-Lourie, O. (2008). Constructing a language assessment knowledge base: A focus on language assessment courses. Language Testing, 25(3), 385-402. https://doi.org/10.1177/0265532208090158
Inbar-Lourie, O. (2017). Language assessment literacy. In Language Testing and Assessment (pp. 257-270). Springer International Publishing. https://doi.org/10.1007/978-3-319-02261-1_19
Kiomrs, R., Abdolmehdi, R., & Rashidi, N. (2011). On the interaction of test Washback and teacher assessment literacy: The case of Iranian EFL secondary school Teachers. English Language Teaching, 4(1), 156-161. https://doi.org/10.5539/elt.v4n1p156
Kremmel, B., & Harding, L. (2019, March). Exploring the language assessment literacy of SLA researchers [Conference presentation]. 2019 Conference of the American Association for Applied Linguistics (AAAL). Atlanta, GA. United States.
Kremmel, B., & Harding, L. (2020). Towards a comprehensive, empirical model of language assessment literacy across stakeholder groups: Developing the language assessment literacy survey. Language Assessment Quarterly, 17(1), 100-120. https://doi.org/10.1080/15434303.2019.1674855
Kim, A. A., Chapman, M., Kondo, A., & Wilmes, C. (2020). Examining the assessment literacy required for interpreting score reports: A focus on educators of K-12 English learners. Language Testing 37(1), 54-75. https://doi.org/10.1177/0265532219859881
Lam, R. (2015). Language assessment training in Hong Kong: Implications for language assessment literacy. Language Testing, 32(2), 169-197. https://doi.org/10.1177/0265532214554321
Lam, R. (2019). Teacher assessment literacy: Surveying knowledge, conceptions and practices of classroom-based writing assessment in Hong Kong. System, 81, 78-89. https://doi.org/10.1016/j.system.2019.01.006
Lan, C., & Fan, S. (2019). Developing classroom-based language assessment literacy for in-service EFL teachers: The gaps. Studies in Educational Evaluation, 61, 112-122. https://doi.org/10.1016/j.stueduc.2019.03.003
Lee, I. (2017). Classroom writing assessment and feedback in L2 school contexts. Springer.
Önalan, O., & Gürsoy, E. (2020). Private school EFL teachers’ perceptions on assessment: A case study in Turkey. Porta Linguarum, 33, 249-264.
Plake, B. S., Impara, J. C., & Fager, J. J. (1993). Assessment competencies of teachers: A national survey. Educational Measurement: Issues and Practice, 12(4), 10-12.
Rogers, W. T., Cheng, L., & Hu, H. (2007). ESL/EFL instructors’ beliefs about assessment and evaluation. Comparative and International Education/´Education Compar´ee et Internationale, 36(1), 39-61. https://doi.org/10.5206/cie-eci.v36i1.9088
Schmider, E., Ziegler, M., Danay, E., Beyer, L., & Bühner, M. (2010). Is it really robust? Reinvestigating the robustness of ANOVA against violations of the normal distribution assumption. Methodology, 6(4), 147-151. https://doi.org/10.1027/1614-2241/a000016
Taylor, L. (2013). Communicating the theory, practice and principles of language testing to test stakeholders: Some reflections. Language Testing, 30(3), 403-412. https://doi.org/10.1177/0265532213480338
Tsagari, D., & Vogt, K. (2017). Assessment literacy of foreign language teachers around Europe: Research, challenges and future prospects. Papers in Language Testing and Assessment, 6(1), 41-63. https://doi.org/10.1080/15434303.2014.960046
Vogt, K., & Tsagari, D. (2014). Assessment literacy of foreign language teachers: Findings of a European Study. Language Assessment Quarterly, 11(4), 374-402. https://doi.org/10.1080/15434303.2014.960046
Wang, L., Lee, I., & Park, M. (2020). Chinese university EFL teachers’ beliefs and practices of classroom writing assessment. Studies in Educational Evaluation, 66, 100890. https://doi.org/10.1016/j.stueduc.2020.100890
Weigle, S. C. (2007). Teaching writing teachers about assessment. Journal of Second Language Writing, 16(3), 194-209. https://doi.org/10.1016/j.jslw.2007.07.004
Wilkins, J. L. (2008). The relationship among elementary teachers’ content knowledge, attitudes, beliefs, and practices. Journal of Mathematics Teacher Education, 11(2), 139-164. https://doi.org/10.1007/s10857-007-9068-2
Xu, Y., & Brown, G. T. (2016). Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education, 58, 149-162. https://doi.org/10.1016/j.tate.2016.05.010
Xu, Y., & Brown, G. T. (2017). University English teacher assessment literacy: A survey-test report from China. Papers in Language Testing and Assessment, 6(1), 133-158.
Zhang, L. J. (2016). Reflections on the pedagogical imports of Western practices for professionalizing ESL/EFL writing and writing-teacher education. Australian Review of Applied Linguistics, 39(3), 203-232. https://doi.org/10.1075/aral.39.3.01zha
Zhang, S. (2009). Has portfolio assessment become common practice in EFL classrooms? Empirical studies from China. English Language Teaching, 2(2), 98-118. https://doi.org/10.5539/elt.v2n2p98
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Publicado
27-06-2023
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Weng, F. (2023). La competencia de evaluación de la escritura de los profesores de inglés: Estudio de los conocimientos, creencias y prácticas de los profesores en China. Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras, (40), 57–74. https://doi.org/10.30827/portalin.vi40.23812
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