Language Tests and Assessment Practices of Language Teachers through the Lens of Students: Language Tests and Assessment Practices

Abstract

This qualitative study was conducted to reveal the common characteristics of language tests and the assessment practices of language teachers from the perspective of language learners based on an analysis of documents they produced. Namely, a series of cartoons created by 74 pre-service English language teachers to reflect their views on language tests were examined and coded via thematic analysis. In line with the research questions, the findings were categorized under two main themes: (1) “the characteristics of language tests”, and (2) “what language teachers do in assessment.” The findings centered primarily on the negative aspects of language tests. In this sense, the evidence suggested that the language tests that the students had either taken or observed generally ignored the basic principles of assessment, such as reliability, validity, practicality, and washback effect. Similarly, negative attitudes of language teachers in the context of assessment were also portrayed in the cartoons. Given these findings, as well as the significance of language assessment literacy, particularly in practice, the need for language teachers to develop competence in language teaching and assessment is emphasized.