Language Assessment Literacy: Issues and Challenges in English Teacher Education in Hungary

Abstract

The study is aimed at exploring English language teachers’ and teacher trainees’ language assessment literacy (LAL) in the Hungarian context using a non-representative sample of 430 respondents. We examined their level of confidence in various classroom-based assessment areas and identified their training needs. The study also provides insights into which assessment methods are used most frequently in English lessons. The findings reveal that classroom-based assessment can be characterised by an overwhelming presence of traditional, teacher-centred forms of assessment with emphasis on assessment of learning. Less attention is given by respondents to alternative forms that support learning (assessment for learning), and respondents’ training needs appear to be the strongest especially in these areas. There are differences in the pre- and in-service teachers’ LAL confidence that can be linked to their teaching experience and training needs. Finally, in the light of the research findings we make some recommendations for teacher education in Hungary.