Exploring Language Assessment Literacy of EFL Instructors in Language Preparatory Programs

Abstract

The overall purpose of this study is to investigate language assessment knowledge of English as a Foreign Language (EFL) instructors working in language preparatory programs of the universities in Turkey. The study also aims to find out EFL instructors’ perceptions of language assessment and its reflections in their teaching practices. In order to measure their level of language assessment knowledge, Language Assessment Knowledge Scale (LAKS) was administered to 195 EFL instructors from different universities. With regard to the qualitative phase, interviews were conducted with 17 EFL instructors to find out their perceptions of language assessment and its reflections in the classroom. The findings demonstrated that EFL instructors had considerable knowledge of language assessment, and they could reflect their knowledge in their teaching practice. Also, it was found that certain demographic features, including educational background, teaching experience, or attending any professional development training on language assessment, did not have any impact on EFL instructors’ language assessment knowledge. The findings offer several implications for EFL instructors regarding language assessment and provide recommendations for further research in the field of testing and assessment. Keywords: Testing and assessment; Assessment literacy; Assessment knowledge;