An Investigation of Language Assessment Literacy and Classroom-Based Language Testing Practices among EFL Teachers in Saudi Arabia
Abstract
Language Assessment Literacy (LAL) refers to teachers' knowledge, skills, and principles of language assessment. It is especially relevant when teachers are responsible for creating and conducting language assessments in the classroom in an EFL setting. The purpose of this study was to explore the link between Language Assessment Literacy and classroom-based language testing practices of EFL teachers in Riyadh Region, Saudi Arabia. The data were collected from 130 EFL teachers of six secondary schools and four universities using a quantitative correlational design. Two questionnaires, developed by the researchers, were used to collect data: the Language Assessment Literacy Questionnaire (25 items) and the Classroom-Based Language Testing Practices Scale (20 items). The results showed that the Language Assessment Literacy (M = 3.62, SD = 0.47) and classroom-based testing practices (M = 3.57, SD = 0.44) were moderate. Assessment validity, ethics, and fairness were the strongest LAL dimensions, with comparatively lower scores for feedback-related score use and for test design and scoring. Pearson correlation analysis indicated a significant positive correlation between LAL and reported classroom-based language testing practices, r(128) = .63, p < .001. The regression model accounted for 39.7% of the variance in reported testing practices. The results indicated that assessment literacy is related to more principled classroom-based language testing practices. Nevertheless, the results of this study are based on self-reported measures and a cross-sectional design; therefore, the results show association and not causation.
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