An exploration of the LAL development of pre-service ESL teachers through the processes of item writing

Language assessment literacy (LAL) has been recognized as an important component of language teacher development. Traditionally, TESOL programs have addressed the need of LAL for language teachers through language assessment courses and formal instruction. Such methods have proven valuable in helping teachers develop the theoretical knowledge of assessments. However, it is unclear how such instruction addresses some practical aspects of test development competencies, which include item writing. The current study investigates the features and practices of item writing for an institutional English Placement Test in a university context, and explores the potential of the activities of item writing in developing LAL for pre-service teachers. Employing a thematic analysis and adopting a community of practice perspective, this study examined data from recorded group discussions of participants, individual interviews, and draft comments of test items. The results suggest the importance of collaboration as an important competency of LAL that was developed through item writers’ engagement through test development. Additionally, the study proposes the inclusion of content knowledge as a competency within the LAL framework. Finally, the potential of employing perspectives of genre studies in further research on item writing practices is discussed.

Name thesis:degree_name

M.A.

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Teaching of English Sec Lang

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2019

Author dc:creator

• Ho, Eric Chen Pei

Contributors dc:contributor

• Yan, Xun
• Prior, Paul

• TESOL, Language Assessment, Language Teacher Development

Statement dc:rights

• Copyright 2019 Eric Ho

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/105605

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/105605