Malaysian Instructors’ Assessment Beliefs in Tertiary ESL Classrooms

Language assessment can be a valuable tool for providing information regarding language teaching. Given the importance of assessment that has undergone much change, there are important issues that warrant investigation, particularly those related to language instructors. Understanding the assessment beliefs of ESL instructors, especially at the tertiary level, is important since it can help improve the quality of assessment practices as well. Therefore, this study investigated English language instructors’ assessment beliefs in the Malaysian context. This study adopted a cross-sectional research design. The survey method was utilized to collect data from six Malaysian universities using a purposive sampling strategy. English language instructors (n= 83) were selected via purposive sampling for the study. Findings of the study revealed that English language instructors believed that the purpose of assessment was to improve teaching and learning. Regarding the assessment beliefs that are related to the assessment purposes, analyses of data showed that the items that received the highest percentage of agreement were diagnosing strength and weaknesses in students, providing information about students’ progress and providing feedback to students as they learn, respectively. Although they reported using both formal and informal assessment of their students’ work, English language instructors relied heavily on paper and pencil assessment while giving more weightage on formative assessment. The majority of English language instructors reported employing marking schemes for the courses they taught, carrying out sample marking and

Teachers' Assessment Literacy and Washback Effect of Assessment

Assessment literacy, as a term, is not well known in the educational field. This is unfortunate because teachers' assessment knowledge and competence can have an important influence on the way they teach and the way their students learn. The relationship between the degree of assessment literacy a teacher has and the washback of this type of assessment is not clearly identified, especially in higher education context. In view of this gap, this article attempts to examine important assessment literacy issues in relation to student learning: definition and importance of assessment literacy, assessment in higher education and assessment practices through reviewing related studies. The review pinpoints the harmful effects of being assessment illiterate for both teachers and students

English language instructors’ assessment beliefs and practices in the Malaysian tertiary context

Language assessment can be a valuable tool for giving information regarding language teaching. Given the importance of assessment that has undergone much change, there are important issues that warrant investigation, particularly those related to language instructors. The main objectives of the study were to investigate the English language instructors’ beliefs about assessment, the assessment practices that English language instructors use in assessing students’ work and the extent to which language instructors' assessment beliefs correspond to their practices. Differences in the assessment beliefs/practices of the English language instructors in terms of TESL qualifications, years of work experience, number of courses taught per week and source of prior assessment training were also investigated.This study employed an explanatory sequential quantitative driven design. In this design, the researcher collected data through two questionnaires and a semistructured interview from six Malaysian universities’ instructors using a purposive sampling strategy. English language instructors were selected as informative and useful subjects for the study based on two criteria: those who are employed full time, and those who are teaching proficiency courses. Using descriptive statistics, the researcher was able to answer the first two questions of the study. Frequency, percentage, means, and standard deviation (SD) were used to report descriptive data. Pearson correlation coefficient was employed to explore the relation between English language instructors’ assessment beliefs and their reported practices. Independent-Samples t-test was used to examine the differences that occurred in the independent variables of the study for the first four hypotheses in both the fourth and the fifth questions of the study, namely: TESL qualification, years of teaching experience, work load and class size. Three one-Way analysis of variance (ANOVA) was employed to examine the differences that occurred among the three groups of the fifth independent variable namely: assessment training.Analysis of data showed that English language instructors believed that the purpose of assessment was to improve teaching and learning. They tended to use a variety of assessment methods to assess students’ language ability in their classrooms giving more weightage on formative assessment (course work) than on summative assessment (final test). Further, they apply process-oriented approach to second language assessment more than product-oriented approach. In addition, they use different types of assessments for every language skill taught in the language unit/center. All correlations between subscales on both assessment beliefs and practices were estimated as positive and statistically significant indicating that instructors’ assessment practices were notably dependent on their assessment beliefs. Finally, this study has found out that none of the hypothesized factors influencing assessment beliefs and practices of English language instructors (TESL qualifications, years of work experience, number of courses taught per week and source of prior assessment training) had any significant difference between different categories of teachers depending on those factors.These findings highlight that instructors should be more empowered in their role as the assessors of students. Their knowledge about what, how, when to assess should be developed through long profession development courses; one-shot workshops or seminars would not be enough to improve instructors’ assessment literacy