Framing the Levels of Language Assessment Literacy of L2 Greek Teachers in Cyprus

Abstract

The increasing popularity of accountability systems and frameworks around European countries have encouraged many stakeholders to insist on providing high quality assessments. For language assessment, it appeared a focus on Summative Assessment, testing and high stakes examinations, while it was pointed out the significant role of Formative Assessment in Second Language Learning. According to the literature, pre-service and in-service language teachers need training on Language Assessment Literacy in order to effectively implement either Summative or Formative Assessment practices. The study focused on presenting a current overview on Language Assessment Literacy (LAL) of Cypriot L2 Greek teachers and the extent to which they received training during their pre- and in-service education in assessment practices. Therefore, this study was guided by the following research questions: a) what are the ‘Cypriot L2 Greek teachers’ perceptions of their depth of knowledge concerning Language Assessment Literacy? b) how do Cypriot L2 teachers of Greek use assessment practices (Formative and Summative), c) what is the assessment training received by Cypriot L2 teachers of Greek in Cyprus. The study conducted in two phases a quantitative one which followed an explanatory sequential mixed method design with an online survey with multiple choices using Likert scale questions, and a qualitative one with semi-structured interviews. The main conclusions of the study showed that participants rated their Language Assessment Literacy as medium and expressed a desire for more professional development in this area. Moreover, teachers’ responses reflected low confidence in implementing some Formative Assessment practices (peer-assessment, self-assessment) and they felt that they do not have a clear understanding of the different purposes of Formative and Summative Assessments. Also, teachers highlighted their insufficient levels of training in Language Assessment Literacy at either pre- and in-service level. This study aimed to shed light on future considerations regarding the levels of Language Assessment Literacy of L2 Greek teachers in Cyprus, their current assessment practices and their training needs. It is hoped the assessment literacy of L2 Greek teachers in Cyprus will be more developed to establish a more inclusive and democratic educational setting that will correspond to the needs of every learner.