The Impact of Assessment Practices, Collaboration, and Autonomy on Language Assessment Literacy of Teachers

Abstract

Background: Assessment literacy of language teachers, which plays a crucial role in language education, has been criticized by many researchers for being lower than appropriate and thus hindering the implementation of quality assessments. Aims: To explore how assessment practices, collaborations, and autonomy influence Language Assessment Literacy (LAL) of language teachers. Methodology: The Quantitative Predictive study design was adopted, and researchers gathered data from 103 language teachers from seven private schools in Davao Region. Data were analysed using the mean, standard deviation, correlation, and regression tests. Results: Findings revealed that language teachers possessed high assessment-related competencies, practices ((M = 4.32, SD = 0.38), collaborations ((M = 4.13, SD = 0.39), and autonomy (M = 4.16, SD = 0.43), and are significantly correlated to LAL (p=.000). It was also found that predictors significantly influenced ( =.359, p = .000) Language Assessment Literarcy. The combined predictive variables obtained an r-squared value of 0.359, meaning they had a 35.9% combined degree of influence on Language Assessment Literacy. Also, since the p-value obtained was 0.000, which was less than 0.05 degrees of confidence, it indicated that their combined influence was significant. Conclusion: Assessment practices significantly influence Language Assessment Literacy. However, assessment collaborations and autonomy had no significant influence on LAL. Nonetheless, the combined influence of these three predictors on LAL was significant.