Language Assessment Literacy Level of EFL Teachers: A Focus on Writing and Speaking Assessment Knowledge of the Teachers

Abstract

This study aims to explore Language Assessment Knowledge (LAK) levelof high school EFL teachers in terms of assessment of writing and speaking. Inaddition, another purpose of this study is to investigate whether there is anysignificant effect of some demographic variables (years of teaching experience, typeof undergraduate degree, attending a training course) on teachers’ assessment ofwriting and speaking knowledge. The previous studies focus on university orprimary school context in Turkey; however, there is no study which gave place tothe high school context. The study was conducted among 58 high school EFLteachers in Turkey. A demographic questionnaire with 8 questions was used forcollecting certain demographic information about the teachers. LanguageAssessment Knowledge Scale (LAKS) which is comprised of 30 items and 2dimensions (writing and speaking) was used for gathering the data. The data wasanalysed through Two-Way Multivariate Analysis of Variance (MANOVA). Theresults demonstrated that the teachers have high literacy knowledge in one of thesub-component fields while they have low literacy knowledge in the other field.