Home⇛Uswag Journal: Philippine Journal of Multidisciplinary Research⇛vol. 2 no. 1 (2024)

Perceptions of Language Assessment Literacy Among SUC English Language Educators in a Flexible Learning Environment

Jimmylen Z. Tonio | Romeleen S. Go-Vela | Ma. Sofia S. Llaguno

Discipline: Teacher Training

 

Abstract:

The sudden shift to flexible learning due to COVID-19 necessitated a reevaluation of assessment practices in higher education. This study explored State Universities and Colleges' (SUCs) English Language Educators' (ELEs) perceptions of their Language Assessment Literacy (LAL) within flexible learning environments. Employing a quantitative approach, a questionnaire adapted from Grialdo's (2018) LAL checklist was used. Frequency analysis of data collected from SUC ELEs examined their perceptions across various LAL domains. Thirty (30) SUC ELEs were chosen to participate in the study using non-probability sampling, specifically purposive-convenience sampling. They answered yes/no questions about their knowledge, skills, and ethical considerations related to assessment. Findings revealed a strong foundation in knowledge related to applied linguistics and assessment theory among SUC ELEs. They emphasized diverse and formative assessment practices, prioritizing ethical considerations. However, variability existed in data analysis skills, and not all participants utilized advanced statistical software. However, the study relied on self-reported perceptions, potentially not reflecting actual practices. Additionally, using a single model (Giraldo's) might limit capturing the full range of LAL skills. Finally, focusing on SUC ELEs in the Philippines restricts generalizability to other educational contexts. Despite these limitations, the study suggests a generally strong foundation in LAL among SUC ELEs. This study highlights the overall strength of LAL among SUC ELEs, particularly in knowledge and ethical considerations. It also identifies areas for development in advanced data analysis and technology integration for assessment design and interpretation. These findings inform the need for targeted professional development programs to further enhance SUC ELEs' LAL and empower them to design effective assessments in flexible learning environments.



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