An investigation of language assessment preferences of pre-service EFL teachers and underlying factors

Abstract

The study aims at investigating the language assessment preferences of pre-service EFL teachers as well as underlying factors for these preferences. Both qualitative and quantitative assessment tools were used. Assessment Techniques Awareness, Assessment Techniques Usage and Assessment Techniques Preferences Questionnaires were integrated in quantitative part of the study and qualitative data were carried out with four focus group interviews. The participants consisted of 326 pre-service EFL teachers and 38 pre-service teachers were chosen randomly from the population to participate in the focus groups. The data of the questionnaires were analyzed through SPSS (Statistical Package for Social Sciences) 16.0. The findings have revealed that the pre-service teachers prefer to be assessed with different language assessment techniques for various reasons according to their gender, perceived identity and years of school. The results of the study show that there is a significant different between the departments in terms of language assessment awareness, usage and preferences. The findings also indicate that the underlying factors for these preferences are attributed to external reasons such as high-stakes tests, teachers and crowded classes and also internal reasons such as test-anxiety, individual differences and prior knowledge. In addition, most of the interviewees were in favor of being assessed with mixed language assessment techniques such as translation, portfolios, and multiple-choice test and presentation in order to show their actual language performance. To carry out the assigned tasks, pre-service teachers want to receive detailed feedback, rubrics and information about the language assessment and evaluation. Key Words: Language assessment preferences, language assessment, teacher education, pre-service teachers