Investigating English language teachers’ language assessment literacy and conceptions of assessment in Mozambique.

Mgr. Felizardo Armando Muianga

Doctoral thesis

Abstract:

Abstract Assessment literacy and conceptions of assessment are central to the successful implementation of formative assessment initiatives. Assessment literacy enables teachers to translate theory into practice. On the other hand, conceptions shape understanding, interpretation, and implementation of new assessment policies. This mixed-methods study examined secondary school English language teachers’ assessment literacy and conceptions of assessment in Maputo, Mozambique. The quantitative data were collected through a survey involving 80 teachers. The qualitative data were gathered through in-depth interviews and observation involving 12 participants. The findings show that the teachers’ experience with formal training in language assessment differed significantly. Some participants reported not receiving any sort of formal training in language assessment, while others indicated receiving training in both formal and informal assessment. Additionally, some teachers reported receiving training in only formal assessment. The results also show that the participants’ assessment literacy remains underdeveloped. They were unfamiliar with the core concepts of formative assessment and the assessment policy, which is supposed to guide their daily assessment practices. Nonetheless, more than 60% of the participants indicated feeling ready to engage in language assessment. The participants believe that assessment extrinsically motivates students, improves teaching and learning, and holds students accountable. Some participants reported pure conceptions of assessment, while others reported mixed conceptions. The emerging profiles of teachers’ training experience and conceptions of assessment could provide a starting point for a discussion about designing effective pre-service training courses and professional development programmes in assessment literacy in Mozambique.

Abstract:

Abstract Assessment literacy and conceptions of assessment are central to the successful implementation of formative assessment initiatives. Assessment literacy enables teachers to translate theory into practice. On the other hand, conceptions shape understanding, interpretation, and implementation of new assessment policies. This mixed-methods study examined secondary school English language teachers’ assessment literacy and conceptions of assessment in Maputo, Mozambique. The quantitative data were collected through a survey involving 80 teachers. The qualitative data were gathered through in-depth interviews and observation involving 12 participants. The findings show that the teachers’ experience with formal training in language assessment differed significantly. Some participants reported not receiving any sort of formal training in language assessment, while others indicated receiving training in both formal and informal assessment. Additionally, some teachers reported receiving training in only formal assessment. The results also show that the participants’ assessment literacy remains underdeveloped. They were unfamiliar with the core concepts of formative assessment and the assessment policy, which is supposed to guide their daily assessment practices. Nonetheless, more than 60% of the participants indicated feeling ready to engage in language assessment. The participants believe that assessment extrinsically motivates students, improves teaching and learning, and holds students accountable. Some participants reported pure conceptions of assessment, while others reported mixed conceptions. The emerging profiles of teachers’ training experience and conceptions of assessment could provide a starting point for a discussion about designing effective pre-service training courses and professional development programmes in assessment literacy in Mozambique.

Keywords

language assessment, assessment literacy, conceptions of assessment, assessment policy, language teacher, Mozambique.

Language used: English

Date on which the thesis was submitted / produced: 6. 12. 2023

Thesis defence

• Date of defence: 5. 2. 2024
• Supervisor: doc. Mgr. Světlana Hanušová, Ph.D.
• Reader: doc. Mgr. Elena Kováčiková, PhD., doc. PhDr. Klára Uličná, Ph.D.

Masaryk University

Faculty of Education

Doctoral programme / field:
Didactics of Foreign Language / Didactics of Foreign Language