Akademik Veri Yönetim Sistemi
International Conference on Research in Applied Linguistics, Bursa, Türkiye, 1 - 03 Ekim 2020, ss.23
Assessment has been among the core parts of any language program in
terms of its crucial impacts on both teaching and learning. An
appropriate implementation of language assessment tools makes language
education more fruitful and effective. Because of the fact that
different skills including reading, writing, listening, speaking and
grammar are supposed to be assessed differently in language education,
language teachers are required to be assessment literate on each of
these sub skills. Namely, it is of prime importance for language
teachers to have competency on language assessment literacy (LAL).
Whereas it is possible to observe many studies conducted on teachers'
assessment literacy on reading, writing, listening and grammar skills,
the number of studies about speaking assessment literacy is not enough.
Therefore, the aim of this study was to shine new light on speaking
assessment literacy of experienced and novice teachers. Data for the
study was collected from 16 EFL teachers, including eight novice and
eight experienced teachers. As the instrument, nine semi-structured
interview questions were posed to teachers, either face to face or
online. The data were analyzed with respect to three aspects; knowledge,
belief and practice. The findings showed some differences between
experienced and novice teachers as well as similarities such as common
speaking assessment practices