Enhancing Language Assessment Literacy Among In-Service EFL Teachers: A Classroom-Based Assessment Approach

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Abstract

This study investigates the language assessment literacy (LAL) of in-service EFL instructors within the framework of classroom-based assessment. A questionnaire was used to survey 30 EFL teachers from over 10 state-run junior high schools in Shenzhen, China, assessing their current LAL levels and training needs. Findings indicate that teachers exhibit low involvement in language assessment activities and perceive their LAL as inadequate, highlighting a significant need for comprehensive training. Additionally, accumulated assessment knowledge and training significantly predict current LAL levels, while LA experiences show a moderate correlation. These results underscore the necessity for targeted LAL training programs to enhance EFL teachers' classroom-based assessment practices.

Author

• Yuxiu Dai, University of Leeds