Perceptions of Language Assessment Literacy Among SUC English Language Educators in a Flexible Learning Environment
Jimmylen Z. Tonio | Romeleen S. Go-Vela | Ma. Sofia S. Llaguno
Discipline: Teacher Training
Abstract:
The sudden shift to flexible learning due to COVID-19 necessitated a
reevaluation of assessment practices in higher education. This study explored
State Universities and Colleges' (SUCs) English Language Educators' (ELEs)
perceptions of their Language Assessment Literacy (LAL) within flexible
learning environments. Employing a quantitative approach, a questionnaire
adapted from Grialdo's (2018) LAL checklist was used. Frequency analysis of
data collected from SUC ELEs examined their perceptions across various LAL
domains. Thirty (30) SUC ELEs were chosen to participate in the study using
non-probability sampling, specifically purposive-convenience sampling. They
answered yes/no questions about their knowledge, skills, and ethical
considerations related to assessment. Findings revealed a strong foundation
in knowledge related to applied linguistics and assessment theory among SUC
ELEs. They emphasized diverse and formative assessment practices,
prioritizing ethical considerations. However, variability existed in data analysis
skills, and not all participants utilized advanced statistical software. However,
the study relied on self-reported perceptions, potentially not reflecting actual
practices. Additionally, using a single model (Giraldo's) might limit capturing
the full range of LAL skills. Finally, focusing on SUC ELEs in the Philippines
restricts generalizability to other educational contexts. Despite these
limitations, the study suggests a generally strong foundation in LAL among
SUC ELEs. This study highlights the overall strength of LAL among SUC ELEs,
particularly in knowledge and ethical considerations. It also identifies areas for
development in advanced data analysis and technology integration for
assessment design and interpretation. These findings inform the need for
targeted professional development programs to further enhance SUC ELEs'
LAL and empower them to design effective assessments in flexible learning
environments.
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