Affiliation:
1. University of Helsinki, Finland
2. Ruhr-Universität Bochum, Germany
Abstract
This chapter studies post-pandemic assessment literacy and professional development related to assessment literacy for English teachers in Finland and Germany. The aim of the research is to determine the extent to which language instructors in both countries have been prepared for designing, performing, and evaluating assessment activities, particularly in remote teaching contexts. The study also explores available training options to enhance teachers' assessment literacy. The current study addresses teachers at all levels of education, including primary, secondary, tertiary, and vocational. Qualitative and quantitative data were collected through an online survey (N = 124) and structured video conference interviews (N = 27). The results indicate a significant gap in assessment literacy regarding online assessment (irrespective of the country of the participants, their age, or teaching experience). Furthermore, the results corroborate that there is ample demand for training in online assessment design and administration, suggesting the preferred modes and topics of such training.
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