Assessment Literacy and Portfolio-Based Language Assessment in Language Instruction for Newcomers to Canada

Abstract

Assessment literacy, which shapes teachers’ classroom practices and their views of high-stakes assessments, has been conceptualized as a multi-dimensional construct consisting of interconnected conceptual, practical, and socio-emotional dimensions. We investigated these three dimensions in relation to lead teachers’ and instructors’ practices and perceptions of the PBLA protocol in the LINC program. Lead teachers (n = 68) and instructors (n = 138) responded to a survey designed to measure conceptual and practical aspects of their assessment literacy and their perceptions of the purposes and uses of PBLA, including the socio-emotional impact of PBLA on literacy learners’ skills, attitudes, behaviours, and learning. Factor analysis, canonical correlation analysis, and ANOVA were used to explore relationships between the respondents’ perceptions of PBLA and their assessment literacy, on-the-job training, and university assessment education. Results suggested that the conceptual/practical and socio-emotional dimensions of the respondents’ assessment literacy were interrelated; those with on-the-job lead teacher training were less likely to perceive the negative effects of PBLA on students’ learning and emotions; and university assessment education contributed to the respondents’ theoretical knowledge of portfolio assessment, confidence in their assessment knowledge and practices, and recognition of the negative washback of PBLA. Recommendations are proposed for improving stakeholder assessment literacy.