Investigating EAP Teacher Assessment Literacy

This paper investigates key aspects of Assessment Literacy amongst teachers of English for Academic Purposes (EAP). The enquiry which underpins this paper is driven by a keen objective to explore and enhance the professional practice of EAP teachers involved in the testing and assessment of EAP in the context of the admission of international students into institutions of higher education. The views of EAP teachers, on the topic of their own EAP testing and assessment practices, are examined through consideration of responses provided to a questionnaire and a series of interviews. The data for this paper is drawn from the presenter's own recent doctoral research findings.

The views of key proponents of Assessment Literacy (Popham 2001, Price et al. 2012, Stiggins 1995, Taylor 2009) are discussed alongside a review of associated research in the fields of Education, Applied Linguistics and EAP. Other resources and mechanisms available for the enhancement of Assessment Literacy through formal training or in-service learning opportunities are also considered.

Analysis and Discussion of the research findings described above will serve to identify key information relating to EAP teachers' views on their approach to EAP testing and assessment and the extent to which these assessment practices reflect the good practice advocated by related research.

A synthesis of the main outcomes of the research which has been undertaken will then be provided along with a series of recommendations and suggestions regarding what possible action could be taken in order to sustain or enhance EAP teacher Assessment Literacy.