Abstract
Assessment Literacy (AL) has been shown to determine the way assessment is carried out in various teacher-led assessment contexts. Presumably, language teachers should be able to implement theory and policy-supported recommendations for more learning-driven assessment. Following the 2006 higher education reform in Tunisia, research has revealed that teachers either have a limited understanding of language assessment or misconceptions about its pedagogical role. In line with the proliferation of the Language Assessment Literacy (LAL) literature, this study sought to examine English language teachers’ Assessment for Learning (AfL) knowledge base and their self-efficacy about their roles as formative assessors relying on an online survey with 153 university teachers. The analysis of the quantitative and qualitative data revealed these teachers’ rather deficient AfL knowledge marked by a general uncertainty and misconceptions about assessment purposes for learning. Additionally, the participants’ self-efficacy was found to be moderate-to-low. This may hamper assessment reform initiatives in this educational context. Thus, this study is a call for further professional development and the adoption of clearer assessment guidelines during reforms.
Author Information
Asma Maaoui, University of Tunis, Tunisia
Amel Jarraya, University of Tunis, Tunisia
Paper Information
Conference: BCE2022
Stream: Assessment Theories & Methodologies
This paper is part of the BCE2022 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
To cite this article:
Maaoui A., & Jarraya A. (2022) Assessment for Learning in Tunisian Higher Education: English Language Teachers’ Self-Efficacy and Knowledge Base ISSN: 2435-9467 – The Barcelona Conference on Education 2022: Official Conference Proceedings https://doi.org/10.22492/issn.2435-9467.2022.22
To link to this article: https://doi.org/10.22492/issn.2435-9467.2022.22
Comments
Powered by WP LinkPress