Karin Vogt|Dina Tsagari|Ildikó Csépes|Anthony R. Green|Nicos Sifakis
Linking Learners’ Perspectives on Language Assessment Practices to Teachers’ Assessment Literacy Enhancement (TALE): Insights from Four European Countries
Heidelberg University of Education|OsloMet – Oslo Metropolitan University|University of Debrecen|University of Bedfordshire|National and Kapodistrian University of Athens
article presents results needs analysis survey conducted first year europeanfunded project entitled teachers assessment literacy enhancement tale survey questionnaire used asked 1788 learners english cyprus germany greece hungary experiences assessment considered conducive learning role feedback played instrument formative assessment questionnaire data 658 teachers included data analysis results showed practices differed across contexts overall learners teachers reported wide range skills areas assessed efl classroom writing followed speaking assessed based perceptions reported learners assessment types used revealed rather traditional approaches frequent use eg discretepoint tests closed answers extended writing translation learners appeared regard types assessment supportive learning feedback given mostly restricted marks brief comments perceptions feedback practices varied among teachers learners results needs analysis taken basis online course design enhancing teachers language assessment literacy