Investigating English Teachers’ Comprehension in Language Assessment Literacy (LAL)
- https://doi.org/10.2991/assehr.k.201214.253How to use a DOI?
- language assessment literacy, LAL, CBLAL, english teacher, technology, internet
Assessment is still considered as the hardest part in the teaching process since it deals with a score which is crucial for students, but teachers’ ability in assessing students is considered not really proficient. Consequently, this study investigated teachers’ Language Assessment Literacy and their perceptions and experiences in assessing students. The participants of this research are 20 English teachers in Junior High School and 20 English teachers in Senior High School/Vocational High School. The research design used in this research was a qualitative descriptive design. Two data-collection instruments were used in this study, namely an interview and a questionnaire adopted from Giraldo (2018) and Lan & Fan (2019). Thematic analysis was used to analyse the interview data and Microsoft Excel was used to analyse the questionnaire data to find out the percentage. The results of this study showed that most of the teachers do not know the term Language Assessment Literacy (LAL) but their result of LAL is considered great. Most of the teachers also rate themselves as good in CBLAL. All of the teachers stated that they still need trainings or workshops to improve their ability in assessing students. Most of the teachers have already incorporate technology and internet in assessing their students.
- © 2020, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Irma Bahtiar AU - Pupung Purnawarman PY - 2020 DA - 2020/12/15 TI - Investigating English Teachers’ Comprehension in Language Assessment Literacy (LAL) BT - Proceedings of the 1 st International Conference on Information Technology and Education (ICITE 2020) PB - Atlantis Press SP - 303 EP - 310 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.201214.253 DO - https://doi.org/10.2991/assehr.k.201214.253 ID - Bahtiar2020 ER -