Language Assessment Literacy in Theory and Practice
After examining several definitions of assessment literacy, or basic knowledge of testing, the testing awareness needs of several different groups are discussed. Firstly, what do teachers need to know about testing, and how is this knowledge best delivered to them? Then we observe the needs of stakeholders who are not directly involved in education, namely, policy makers, followed by those of university administrators. Finally the situation in university teaching is presented , and recommendations for improving assessment literacy are suggested. The term literacy has broadened considerably in its scope over the last 100 years. Initially of course it means the ability to read and write, a skill which for many centuries was the exclusive preserve of social elites. In a fairly static society and before the wide availability of texts with the invention of printing, illiteracy was hardly a handicap for the mass of the population. However, with the increasing complexity of society and the resulting need for gaining knowledge by reading and writing, individuals were motivated to make the effort to become literate, and finally in advanced countries the state enforced literacy by providing free compulsory education. Naturally this worked two ways: people were able to advance socially through their knowledge, but the
Assessment Literacy for the Language Classroom
Language testing has seen unprecedented expansion during the first part of the 21st century. As a result there is an increasing need for the language testing profession to consider more precisely what it means by “assessment literacy” and to articulate its role in the creation of new pedagogic materials and programs in language testing and assessment to meet the changing needs of teachers and other stakeholders for a new age. This article describes a research project in which a survey instrument was developed, piloted, and delivered on the Internet to elicit the assessment training needs of language teachers. The results were used to inform the design of new teaching materials and the further development of online resources that could be used to support program delivery. The project makes two significant contributions. First, it provides new empirically derived content for the concept of assessment literacy within which to frame materials development and teaching. Second, it uncovered methodological problems with existing survey techniques that may have impacted upon earlier studies, and solutions to these problems are suggested.
Science fairs as learning tool for teaching excellence
Science fairs are usually considered to be a pedagogical and cultural activity that involves the students actively. Gifted students need challenges to further develop their skills while maintaining the motivation level. Science fairs may provide the informal environment that will request and allow these students of excellence to challenge themselves by developing a scientific research project. Despite being well known in different countries, in Portugal first steps are being made on the use and implementation of science fairs as effective pedagogical tool. In this work, we will present a 4 years study that was developed on a Portuguese school with the main goal of evaluating the advantages of this informal way of teaching. The study includes an analysis of the evolution of the students’ knowledge that have participated, or visited, the different science fairs. Some advices for the implementation of these projects will be given. The motivation of the students was monitored as well as the knowledge and skills effectively improved by this activity.