Analysis of ESL preservice teachers’ collaboration with ESL learners through a language assessment development project

Abstract

In this case study, I document English as a second language (ESL) preservice teachers’ perceived learning experience of collaborating with ESL learners during a language assessment development project in the United States. In a semester-long, graduate-level language assessment course, preservice teachers had opportunities to learn ESL learners’ perspectives on language assessment through deliberate and focused interaction. The teachers’ reflections suggest that the collaboration may provide opportunities to develop their language assessment literacy (LAL). This study’s key findings are: • It is critical to share authentic voices of education participants to enrich their assessment experience • Trials of assessments in classrooms can help preservice teachers to realize the efficacy of their assessment • It is necessary to revisit the LAL components to include affective aspects as part of LA