teachers’ assessment literacy enhancement (tale) course and handbook

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o‘zbekiston respublikasi oliy ta’lim, fan va innovatsiyalar vazirligi __universiteti ro’yxatga olindi №__________ ro’yxatga olindi №__________ “_____” ____________20 y. “_____” ____________20 y. “___________________________ “ kafedrasi “_____________________________ “ fanidan kurs ishi mavzu:________________ bajardi:_________________________________ tekshirdi:_______________________________ ______________ - 20___ language testing and assessment in elt plan introducion………………………………………………………………5 main body………………………………………………………………….7 1. assessment training in elt teacher training programs………..…………..7 2. the quality and content of the assessment courses…………………..…….13 conclusion……………………………………………………………..24 references……………………………………………………………...26 introduction teachers of english language (elts) and teachers of other languages deal with various assessment procedures in their professional lives on a daily basis, for example, they organise and administer classroom assessment activities, use various forms of continuous or formative assessment or are faced with external testing procedures (e.g. school-leaving examinations and international standardised tests). furthermore, new developments in foreign language teaching as well as european policies on language learning require new competencies of teachers. however, research to date (fulcher 2012; jin, 2010, tsagari & vogt, …

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vice language teachers and trainers across many european countries. the tale project offers innovative lal training materials and services (e.g. forum) that language practitioners can access, either through the online mode (http://taleproject.eu/), or through the traditional paper version. they can access the online version in either synchronous or asynchronous modes depending on context-specific and accessibility needs. the materials in this handbook are the product of two phases: first, a comprehensive literature review on current thinking in lal and an extensive consultation with language teachers were conducted to ensure that the tale course would meet their needs. the results of this phase were used as input in the second phase, which involved the development and piloting of online training materials. the pilot feedback was given careful consideration and revisions were made as necessary. once the project partners had worked with and refined the materials and the evaluation process was complete, the …

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sessment, give possible answers to teachers’ questions and provide feedback. the complete course takes a task-based approach and provides hands-on tasks that contribute to raising teachers’ awareness of lal issues in language classrooms. every chapter follows a reflective cycle in which teachers draw on their experiences, reflect on their current practices, understanding, attitudes and working contexts. then they are offered input through various modes, short texts, links to videos, etc. related to reflective tasks. at the end of the chapters, teachers are invited to reflect on what they have learnt. the tale course is designed to be flexible and adaptable to match the needs of language teachers in different european and other countries. the complete tale course consists of 8 chapters which could be covered in a semester/term if used as part of university programmers, e.g. in 8-10 or even 15 weeks in countries/institutions where a term lasts for 10 …

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ce to assessment traditions, and the emulation of what other teachers conducted to conform to group norms. it was also observed that as the teachers did not receive proper pre-service and in-service assessment training, their assessment knowledge was low. moreover, it was found that the assessment component of teacher training programs remained peripheral and did not help equip teachers with assessment-related theoretical knowledge and practical skills. finally, the assessment quality in these schools was found to be low and assessment was taken as a formal requirement to grade students. in the final part of the paper, some suggestions for effective assessment are put forward. [1: alderson, j. c. & hamp-lyons, l. (1996). toefl preparation courses: a study of washback. language testing;-963p.] the demand for efficient language assessment, one of the widespread issues in language education, is on the rise. . the power of assessment on education programs has started to …

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mmunicating assessment goals and data to stakeholders [footnoteref:2]. in other words, they also need to be qualified enough to exploit assessment data to evaluate a language course and its constituents and revise them both to improve student learning and meet program goals via sharing assessment data with related stakeholders . the discussions about the role of assessment in language education eventually direct attention to the quality of assessment training in pre-service and in-service teacher training programs coombe et al., 2020; hill, 2017; elt teacher training programs have a broad spectrum ranging from linguistics, literature, pedagogy, and guidance-counseling to approaches and methods of language teaching. with the help of this comprehensive focus, elt teachers are expected to be equipped with the necessary knowledge and skills to teach english efficiently. however, it can be claimed that the training programs strictly emphasize language teaching methods and fail to give equal importance to assessment. …

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o‘zbekiston respublikasi oliy ta’lim, fan va innovatsiyalar vazirligi __universiteti ro’yxatga olindi №__________ ro’yxatga olindi №__________ “_____” ____________20 y. “_____” ____________20 y. “___________________________ “ kafedrasi “_____________________________ “ fanidan kurs ishi mavzu:________________ bajardi:_________________________________ tekshirdi:_______________________________ ______________ - 20___ language testing and assessment in elt plan introducion………………………………………………………………5 main body………………………………………………………………….7 1. assessment training in elt teacher training programs………..…………..7 2. the quality and content of the assessment courses…………………..…….13 conclusion……………………………………………………………..24 references……………………………………………………………...26 introduction teachers of english language (elts) and ...

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