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Developing and Validating Language Assessment Knowledge Scale (LAKS) and Exploring the Assessment Knowledge of EFL Teachers.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Developing and Validating Language Assessment Knowledge Scale (LAKS) and Exploring the Assessment Knowledge of EFL Teachers./
Author:	Olmezler-Ozturk, Elcin.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	191 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-02, Section: B.
Contained By:	Dissertations Abstracts International83-02B.
Subject:	Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28633661
ISBN:	9798522979577

Developing and Validating Language Assessment Knowledge Scale (LAKS) and Exploring the Assessment Knowledge of EFL Teachers.
Olmezler-Ozturk, Elcin.

Developing and Validating Language Assessment Knowledge Scale (LAKS) and Exploring the Assessment Knowledge of EFL Teachers. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 191 p.

Source: Dissertations Abstracts International, Volume: 83-02, Section: B.

Thesis (Ph.D.)--Anadolu University (Turkey), 2018.

This item must not be sold to any third party vendors.

The aim of this study is two-fold: to develop and validate Language Assessment Knowledge Scale (LAKS) as an instrument to measure language assessment knowledge (LAK) of EFL teachers and to provide a general picture regarding LAK level of these teachers working in Turkish higher education context. After a thorough validation process, LAKS with 60 items and four constructs (assessing reading, assessing listening, assessing writing, and assessing speaking) was answered by 542 EFL teachers working in higher education context. As for the qualitative phase, 11 teachers provided detailed answers to open-ended questions that were asked to get in-depth data regarding teachers' opinions on language assessment knowledge. The statistical findings regarding the validity and reliability of the scale revealed that LAKS had a perfect model-data fit and Cronbach Alpha coefficients were high. In terms of LAK level of the teachers, the participants got, on average, 25 out of 60, significantly lower than half of the total score. It was also found that the teachers were the most knowledgeable in assessing reading whereas they had the lowest score in assessing listening. Besides, except for being a testing office member or not, no significant impact of demographic features was found on LAK level of the participants. On the other hand, the qualitative findings showed that education in pre-service and in-service levels were insufficient, and teachers needed trainings on assessing each skill specifically. Finally, the present study offers several suggestions both for future studies and for policy makers to improve EFL teachers' language assessment literacy.

ISBN: 9798522979577Subjects--Topical Terms:

643551
Language.

Developing and Validating Language Assessment Knowledge Scale (LAKS) and Exploring the Assessment Knowledge of EFL Teachers.
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500 $a Source: Dissertations Abstracts International, Volume: 83-02, Section: B.
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520 $a The aim of this study is two-fold: to develop and validate Language Assessment Knowledge Scale (LAKS) as an instrument to measure language assessment knowledge (LAK) of EFL teachers and to provide a general picture regarding LAK level of these teachers working in Turkish higher education context. After a thorough validation process, LAKS with 60 items and four constructs (assessing reading, assessing listening, assessing writing, and assessing speaking) was answered by 542 EFL teachers working in higher education context. As for the qualitative phase, 11 teachers provided detailed answers to open-ended questions that were asked to get in-depth data regarding teachers' opinions on language assessment knowledge. The statistical findings regarding the validity and reliability of the scale revealed that LAKS had a perfect model-data fit and Cronbach Alpha coefficients were high. In terms of LAK level of the teachers, the participants got, on average, 25 out of 60, significantly lower than half of the total score. It was also found that the teachers were the most knowledgeable in assessing reading whereas they had the lowest score in assessing listening. Besides, except for being a testing office member or not, no significant impact of demographic features was found on LAK level of the participants. On the other hand, the qualitative findings showed that education in pre-service and in-service levels were insufficient, and teachers needed trainings on assessing each skill specifically. Finally, the present study offers several suggestions both for future studies and for policy makers to improve EFL teachers' language assessment literacy.
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