Authentic Language Assessment Training and Implementation in Public Elementary Schools

Abstract

This study aimed to investigate the relationship between Authentic Language Assessment Training and its Implementation in Public Elementary Schools, with a focus on exploring the key indicators influencing its relationship. To achieve this objective, data were collected from English language teachers in public elementary schools using a structured survey questionnaire. The questionnaire included items related to the extent of training received in authentic language assessment principles and practices, as well as the degree of implementation of these principles in their teaching. The results revealed a significant and high correlation between the extent of Authentic Language Assessment Training and its Implementation in Public Elementary Schools. Moreover, a regression analysis was conducted to identify specific indicators within the training that significantly influenced implementation. The indicators "Increased Knowledge of Authentic Assessment Principles," "Application of Authentic Assessment Strategies," "Quality of Assessment Design," and "Integration of Authentic Assessment into Instruction" were found to have a positive and statistically significant impact on the implementation of authentic language assessment practices. However, the indicator "Student Engagement and Performance" did not show a statistically significant effect on implementation. Understanding the relationship between training and implementation can inform the development of evidence- based policies and practices that support language teachers in delivering high-quality education.