Is online language assessment training helpful to improve language assessment literacy?: Views of Mexican young learner EFL teachers and training instructors

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AudienciaPúblico en generales_ES
CoberturaMéxicoes_ES
Fecha de ingreso2026-10-05T16:33:53Z
Fecha de publicación2025-01-01
ResumenResearch in Colombia, Mexico, Israel, China, Chile, and the US has found that language assessment stakeholders do not have sufficient or adequate opportunities to improve their language assessment skills and knowledge. However, research has yet to identify how online assessment training can benefit stakeholders. This paper discusses the perceptions of two online language assessment training course instructors and two participants of this course regarding the nature of the course, and its usefulness to the improvement of their classroom language assessment. Data from semi-structured interviews revealed that the training triggered in course participants more self-reflections as well as an improvement in their creation/adaptation of assessment tools. Teachers and instructors agreed that more needs to be done to 1) contextualize the course, 2) efficiently manage textbooks, and 3) create a healthier environment among teachers and decision-makers. The paper ends by discussing these results and providing a description of its implications.es_ES
Doihttps://doi.org/10.4324/9781003483915-7es_ES
ISBN978-104043903-6; 978-103277595-1es_ES
URIhttps://riuat.uat.edu.mx/handle/123456789/5634
Idiomaenes_ES
EditorialTaylor and Francises_ES
RelaciónFostering Language Assessment Literacy: Materials, Methods, and Emerging Issueses_ES
URL relacionadohttps://doi.org/10.4324/9781003483915-7es_ES
DerechosAcceso restringido / Suscripción (Metadatos de producción científica)es_ES
Licenciahttp://purl.org/coar/access_right/c_16eces_ES
FuenteFostering Language Assessment Literacy: Materials, Methods, and Emerging Issues
TítuloIs online language assessment training helpful to improve language assessment literacy?: Views of Mexican young learner EFL teachers and training instructorses_ES
TipoCapítulo Libroes_ES
ArbitradoHa sido Arbitradoes_ES
AutorGonzález, Elsa Fernanda
Autorde la Garza-Cano, Ricardo
AutorGonzález, Elsa Fernandaes_ES
Autorde la Garza-Cano, Ricardoes_ES
InstituciónUniversidad Autónoma de Tamaulipas
InstituciónUniversidad Autónoma de Tamaulipases_ES
Rango de páginas77-101es_ES
URL relacionadahttps://doi.org/10.4324/9781003483915-7
Tipo de artículoIndexado
Tipo de artículoIndexadoes_ES

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