Language Assessment Literacy and the Professional Development of Pre-Service Language Teachers

Alfabetización para la evaluación del lenguaje y el desarrollo profesional de los profesores de idiomas antes del servicio

Keywords: Language assessment, language assessment literacy, language testing, professional development (en_US)
Keywords: evaluación de lenguaje, alfabetización para la evaluación del lenguaje, pruebas de lenguaje, desarrollo profesional (es_ES)

Abstract (en_US)

Language Assessment Literacy (LAL) research has focused on defining the knowledge, skills, and principles that the stakeholders involved in language assessment activities are required to master. However, there is scarce research on the relationship between LAL and the professional development of language teachers. Therefore, this exploratory action research study examined the impact of a language assessment course on pre-service teachers in a Colombian language teaching programme. Data were collected through questionnaires, interviews, teacher and researcher journals and class observations. The findings show that the course promoted theoretical, technical and operational dimensions in the language assessment design practices of the participants. In addition, it enhanced their LAL and professional development. Consequently, this study contends that the LAL course changed language assessment perceptions radically and encouraged pre-service teachers to design assessments conscientiously, a feature not explicitly stated in LAL research involving this group of stakeholders elsewhere.

Abstract (es_ES)

La investigación de la Alfabetización para la Evaluación del Lenguaje (AEL) se ha centrado en la definición de los conocimientos, habilidades y principios que las partes involucradas en las actividades de evaluación del lenguaje deben dominar. Sin embargo, hay poca investigación sobre la relación entre AEL y el desarrollo profesional de los profesores de idiomas. Por lo tanto, este estudio exploratorio de investigación-acción examinó el impacto de un curso de evaluación del lenguaje en los profesores de pre-servicio en un programa de enseñanza del lenguaje colombiano. Los datos se recopilaron mediante cuestionarios, entrevistas, diarios de profesores e investigadores, y observaciones en clase. Los resultados muestran que el curso promovió dimensiones teóricas, técnicas y operativas en las prácticas de diseño de evaluación lingüística de los participantes. Además, mejoró su AEL y su desarrollo profesional. En consecuencia, este estudio sostiene que el curso para la AEL cambió radicalmente las percepciones de la evaluación del lenguaje y alentó a los profesores en formación a diseñar las evaluaciones de manera concienzuda, una característica que no está explícitamente establecida en la investigación de AEL que involucra a este grupo de interesados en otros lugares.

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Author Biography

Daniel Murcia, Universidad Tecnológica de Pereira

Profesor de tiempo completo del programa Licenciatura en Lengua Inglesa de La Universidad Tecnológica de Pereira.

CVLac: http://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001506091

Investigador del Grupo de Investigación Estudios del Lenguaje y la Educación. GrupLac: http://scienti.colciencias.gov.co:8080/gruplac/jsp/visualiza/visualizagr.jsp?nro=00000000002575

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How to Cite
Giraldo, F., & Murcia, D. (2019). Language Assessment Literacy and the Professional Development of Pre-Service Language Teachers. Colombian Applied Linguistics Journal, 21(2). https://doi.org/10.14483/22487085.14514
Published: 2019-11-07
Section
Research Articles