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Language Assessment Literacy among School-teachers in Goa : Two Teacher Scenarios
Rama Mathew,Antony John Kunnan 아시아영어교육학회 2021 The Journal of Asia TEFL Vol.18 No.4
This is the second part of the two-part article on language assessment literacy - in terms of understanding and classroom practice - among teachers in schools in Goa, a state in the western part of India (see Kunnan et al., 2021 for the first part). This part focuses on a qualitative analysis of data from interviews/focus group discussions as well as classroom observations. In-depth interviews and classroom observations were carried out to get a deeper understanding of the phenomenon. The article describes the narrative views of teachers and what was observed in classrooms regarding their assessment knowledge and practices. What emerged was a clear picture of two scenarios, labelled as Scenario 1 and Scenario 2. These scenarios represented quite clearly two distinct portrayals of the role and practice of assessment. The first scenario was one in which assessment was not understood and practiced in a way that is meaningful and useful from the point of view of student learning. The second scenario described a situation where assessments were meaningful.
An analysis of Macau’s Joint Admission Examination–English
Ally Oi Kuan Ho,Don Yao,Antony John Kunnan 아시아테플 2021 The Journal of Asia TEFL Vol.18 No.1
This study examined the evidence for the validity of the content of the Joint Admission Examination-English (JAE-E) developed for university admissions in Macau. The areas of investigation were the linguistic characteristics of the test, the alignment between the test and CEFR levels, and the comparison between JAE-E and other admission examinations. Five experienced English teachers from Macau were recruited to provide expert judgments. In addition to the judgments, two instruments used were Coh-Metrix and CEFR scales with descriptors. Results showed that generally the JAE-E was valid in terms of its content. The Coh-Metrix results suggested that the tests were suitable in terms of narrativity, syntactic simplicity, word concreteness, and deep cohesion (although not in terms of referential cohesion). In terms of CEFR alignment, the test was at B1 level for reading and C1 level for writing. Finally, suggestions for improvements were put forward in terms of integrated skills, scenario-based assessment, and technology.