English language testing and evaluation (ELTE) training in Turkey: expectations and needs of pre-service English language teachers

Abstract

Assessment is one of the cornerstones of the educational process but perceptions and needs related to assessment are evolving and changing and might be context dependent. Therefore, foreign language teacher training programs should monitor, revise and regularly innovate their English Language Testing and Evaluation (ELTE) courses so that they prepare future teachers better for the challenges of language assessment in their specific contexts. In order to be able to prepare the best course syllabi, however, detailed information related to the plans, views and beliefs of students should be collected and carefully analysed. The aim of this study is to contribute to this field of research. Data from 124 pre-service English language teachers using needs analysis survey questionnaires and interviews were collected between 2009 and 2012. The aim was to uncover what pre-service teachers in an English Language Teaching department knew about language testing and what they thought their ELTE course should include in terms of content and teaching methodology so that it prepares them better for their job as language teachers. Results of the study illustrated the effect of local assessment cultures and contexts, and previous assessment experiences on pre-service teachers’ perceived needs related to language assessment literacy. The findings also showed why lectures should work with their students if the aim is to create more useful ELTE courses. Keywords: English Language Testing and Evaluation courses, language assessment literacy, needs analysis, perceived needs and beliefs of pre-service teachers, local assessment culture