{"title":"Exploring language assessment literacy: A case of perceived needs of two stakeholder groups in Egypt","authors":"Amira Desouky Ali","doi":"10.1111/ijtd.12328","DOIUrl":null,"url":null,"abstract":"<p>Stakeholders in exam-driven countries are responsible for developing test-related tasks to assess the quality of English as a Foreign Language (EFL) teaching and learning. Hence, the language assessment literacy (LAL) of different stakeholders has to be investigated. This mixed-methods study explored the required LAL competencies among two groups of Egyptian EFL supervisors and teachers and examined the impact of participants' demographic profiles on choosing LAL competencies. The groups prioritized their needs for assessment in language pedagogy. While supervisors were highly demanded to develop and administer language assessments, teachers were highly interested in developing their skills at assessment scoring and rating. Teachers' selection of LAL competencies was influenced by age, educational degree and professional training; whereas supervisors' LAL was impacted by experience and educational degree. The findings of interviews shed light on participants' perceived needs for LAL knowledge and skills, the challenges of achieving LAL, and ways for improvement.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":1.5000,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Training and Development","FirstCategoryId":"1085","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/ijtd.12328","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"MANAGEMENT","Score":null,"Total":0}
引用次数: 0
Abstract
Stakeholders in exam-driven countries are responsible for developing test-related tasks to assess the quality of English as a Foreign Language (EFL) teaching and learning. Hence, the language assessment literacy (LAL) of different stakeholders has to be investigated. This mixed-methods study explored the required LAL competencies among two groups of Egyptian EFL supervisors and teachers and examined the impact of participants' demographic profiles on choosing LAL competencies. The groups prioritized their needs for assessment in language pedagogy. While supervisors were highly demanded to develop and administer language assessments, teachers were highly interested in developing their skills at assessment scoring and rating. Teachers' selection of LAL competencies was influenced by age, educational degree and professional training; whereas supervisors' LAL was impacted by experience and educational degree. The findings of interviews shed light on participants' perceived needs for LAL knowledge and skills, the challenges of achieving LAL, and ways for improvement.
期刊介绍：
Increasing international competition has led governments and corporations to focus on ways of improving national and corporate economic performance. The effective use of human resources is seen as a prerequisite, and the training and development of employees as paramount. The growth of training and development as an academic subject reflects its growth in practice. The International Journal of Training and Development is an international forum for the reporting of high-quality, original, empirical research. Multidisciplinary, international and comparative, the journal publishes research which ranges from the theoretical, conceptual and methodological to more policy-oriented types of work. The scope of the Journal is training and development, broadly defined. This includes: The determinants of training specifying and testing the explanatory variables which may be related to training identifying and analysing specific factors which give rise to a need for training and development as well as the processes by which those needs become defined, for example, training needs analysis the need for performance improvement the training and development implications of various performance improvement techniques, such as appraisal and assessment the analysis of competence Training and development practice the design, development and delivery of training the learning and development process itself competency-based approaches evaluation: the relationship between training and individual, corporate and macroeconomic performance Policy and strategy organisational aspects of training and development public policy issues questions of infrastructure issues relating to the training and development profession The Journal’s scope encompasses both corporate and public policy analysis. International and comparative work is particularly welcome, as is research which embraces emerging issues and developments.
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