Jiyoon Lee, Natalia Goldenberg, Debby Pastrana Williams
{"title":"Three stakeholders’ reflections on language assessment literacy","authors":"Jiyoon Lee, Natalia Goldenberg, Debby Pastrana Williams","doi":"10.1093/elt/ccad026","DOIUrl":null,"url":null,"abstract":"Abstract This reflective action research documents the mutual learning experiences of three education stakeholders as they construct their language assessment literacy (LAL). A teacher educator, an inservice teacher, and a preservice teacher were the three stakeholders who took part in a project on language assessment development for ESOL students at a public school in the United States. In this project, with the help of inservice ESOL teachers, preservice ESOL teachers designed and implemented listening and writing assessments for local middle school ESOL students. During and after the project, one of the participating inservice teachers, one preservice teacher, and the teacher educator voluntarily participated in extended reflective practices via email communications, on-site visits, and pre- and post-project discussions. All stakeholders perceived the collaboration as a mutual learning experience to enhance their LAL while sharing their respective expertise.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":null,"pages":null},"PeriodicalIF":3.1000,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Elt Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1093/elt/ccad026","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Abstract This reflective action research documents the mutual learning experiences of three education stakeholders as they construct their language assessment literacy (LAL). A teacher educator, an inservice teacher, and a preservice teacher were the three stakeholders who took part in a project on language assessment development for ESOL students at a public school in the United States. In this project, with the help of inservice ESOL teachers, preservice ESOL teachers designed and implemented listening and writing assessments for local middle school ESOL students. During and after the project, one of the participating inservice teachers, one preservice teacher, and the teacher educator voluntarily participated in extended reflective practices via email communications, on-site visits, and pre- and post-project discussions. All stakeholders perceived the collaboration as a mutual learning experience to enhance their LAL while sharing their respective expertise.
期刊介绍：
ELT Journal is a quarterly publication for all those involved in the field of teaching English as a second or foreign language. The journal links the everyday concerns of practitioners with insights gained from related academic disciplines such as applied linguistics, education, psychology, and sociology. ELT Journal provides a medium for informed discussion of the principles and practice which determine the ways in which the English language is taught and learnt around the world. It is also a forum for the exchange of information among members of the profession worldwide.
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