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Eunjeong Park, Sunchon National University, South KoreaAbstract
It is essential for language teachers to assess the performance of their students. This study examined EFL preservice teachers’ perceptions and development of assessment literacy at a medium-sized university in South Korea. This study employed a questionnaire survey of self-perceived language assessment. The survey results reveal significant variability in the confidence levels of EFL preservice teachers across six domains of assessment literacy, with the highest confidence in preventing cheating and the lowest in constructing tests for advanced learners. Challenges in communicating assessment results, particularly with parents, indicate a need for professional development in communication strategies. While ethical practices and digital assessment literacy show strong commitment and proficiency, areas like avoiding "teaching to the test" and designing online tests require further training to ensure comprehensive assessment capabilities. The consequent and further discussions and implications for pedagogy will be outlined.
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