The dawn of assessment literacy – exploring the conceptions of Finnish student teachers in foreign languages
Hildén, R. & Fröjdendahl, B. (2018). The dawn of assessment literacy – exploring the conceptions of Finnish student teachers in foreign languages. Apples: Journal of Applied Language Studies, 12 (1), 1-24. Retrieved from doi:10.17011/apples/urn.201802201542
Published in
Apples : Journal of Applied Language StudiesDate
2018Copyright
© The Author(s)
The paper addresses Finnish student teachers’ conceptions of assessment literacy in foreign languages. Student teachers’ assessment literacy (STAL) is a focal constituent of teacher cognition and can, according to prior research, be enhanced by principled instruction (DeLuca & Klinger, 2010; Volante & Fazio, 2007). STAL is suggested to imply knowledge, practice and ethical considerations. The nature and priorities of STAL are guided by local needs. Hence, topical issues in the Finnish language education were taken into account alongside general assessment theory. The research questions targeted firstly the emergent factorial structure of STAL, and secondly, the validity of a predetermined theory-driven model in alignment with official national priorities. The data were gathered on a web-based survey to 77 students prior to the lectures, and to 65 students after the lectures. The survey consisted of 75 statements about attitudes and practices related to various domains of assessment. Mainstream inferential statistics was used to compare the pre- and post-dataset. The componential structure of STAL attitudes remained more stable than the construct of practices across the study unit. The major dimension of both measurements was Acquired confidence in assessment of multiple aspects of language ability in the classroom. The envisaged or real practices underwent a substantial transformation towards a more learner-centered architecture highlighting flexibility and communication. Of the predetermined domains, working skills and professional self-esteem seemed to be most sensitive to a short-term pedagogical intervention. The tentative results pave the way for progressive development in raising the impact of teacher education for improved assessment literacy skills.
...
![showless](/themes/JYX2//images/showless.png)
![showmore](/themes/JYX2//images/showmore.png)
Publisher
Centre for Applied Language Studies, University of JyväskyläISSN Search the Publication Forum
1457-9863Metadata
Show full item recordCollections
Related items
Showing items with similar title or keywords.
-
The role of parents' and teachers' child-related competence beliefs in the development of students' self-concept of ability
Pesu, Laura (University of Jyväskylä, 2017)Individuals’ perceptions about their abilities, that is, self-concepts of abilities, are crucial determinants of academic achievement and education-related choices. The aims of this research were to examine the role ... -
From being assessed to becoming an assessor : exploring the professional identities of student and novice teachers of English in assessment literacy
Vesala, Vera (2022)Tämän laadullisen maisterintutkielman tarkoituksena oli tarkastella kuuden nuoren englannin opettajan ammattiiidentiteettiä arvioijana. Erityinen kiinnostuksen kohde oli uran nivelvaihe, jossa arvioitava kasvaa arvioijaksi. ... -
Exploring language learning beliefs of foreign language teacher students
Holopainen, Emmi (2019)Tämä tutkimus keskittyi selvittämään, millaisia uskomuksia eräässä suomalaisessa yliopistossa opiskelevilla vieraiden kielten pääaineopettajaopiskelijoilla on kielten oppimisesta. Sen tavoitteena oli lisätä tietoisuutta ... -
Communication apprehension in the EFL classroom : a study of Finnish and Finnish-Swedish upper secondary school students and teachers
Lahtinen, Lauri (2013)Tämä tutkimus käsitteli suomalaisten ja suomenruotsalaisten englannin kielen viestintäarkuutta kvantitatiivisesta ja kvalitatiivisesta näkökulmasta. Tarkoitus oli ensiksi selvittää, miten paljon eng. viestintäarkuutta ...