Table 2 Tertiary EFL practitioners’ assessment beliefs
From: Teacher beliefs, personal theories and conceptions of assessment literacy—a tertiary EFL perspective
Themes | Sub-themes |
|---|---|
1. Beliefs about assessment and testing in general | a) Characteristics of good assessment |
b) Responsibility for design of assessment | |
2. Beliefs about classroom assessment | a) Activities considered classroom assessment |
b) Use of classroom assessment activities | |
c) Reasons for using classroom assessment | |
d) Effective activities in different classroom contexts | |
3. Beliefs about assessment methods, strategies and procedures | a) Methods for assessing macro skills |
b) Approach to grading summative and formative assessment | |
c) Interpretation: criterion-referenced preferred | |
d) Communicating results to different stakeholders | |
4. Beliefs about assessment quality standards | a) Formative assessment system-based procedures |
b) Pre and post-assessment analysis and evaluation | |
c) Personal quality checks related to self-designed tests |