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Developing Student Teachers’ Classroom Assessment Literacy: The Ukrainian Context

  • Olga UkrayinskaEmail author
Chapter
Part of the Second Language Learning and Teaching book series (SLLT)

Abstract

Nowadays the scope of ESL teachers’ roles has changed. They are expected not only to teach what is written in textbooks and then make their students do grammar tests aiming to assess their progress but to assess fairly how successful their own teaching was and what strengths and weaknesses their students have, to which extent their progress corresponds to standards. As target language use situations vary greatly so there cannot be a unique bank of ready-made tests to be used in any educational environment. Likewise, not all establishments can afford to hire professionals to develop a test for them. Thus, teachers need to be able themselves to design their own tasks, tests. Unfortunately, it is common practice in Ukraine not to enhance student teachers’ assessment literacy. And not all teachers are creative and competent enough to write items and develop tests. Moreover, they should know some bases of designing tests. It is not sufficient just to read a book and then produce an objective test. There should be some training and, without a doubt, some feedback. The European Union has published some papers on quality assurance. Amidst the ways to improve quality of education they mention fair assessment and give some corresponding recommendations. However, these recommendations are fairly vague. They are not practical tips or direct guidelines to be implemented. Thus, some guidelines and checklists need to be developed for teachers to enable them to design purposeful, objective and valid tools for assessing their students’ progress.

Keywords

Classroom language assessment literacy Designing tests Student teachers 

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Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  1. 1.Kharkiv Skovoroda National Pedagogical UniversityKharkivUkraine

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