Assessment competence and practices including digital assessment literacy of postsecondary English language teachers in Oman

Abstract

This study investigated the assessment literacy of teachers of English as a Foreign Language in postsecondary education in Oman. Using self-assessment questionnaires, it examined teachers’ assessment competencies and practices and digital assessment literacy. Multivariate and correlation analyses tested the effects of gender, age, pre-service and in-service assessment training, teaching experience and teaching load on assessment competence and practices. Findings showed that teachers believed that they were assessment literate but less so in digital assessment. Pre-service training had the strongest effect on assessment competence and practices. The paper emphasizes the importance of assessment courses in teacher preparation programs. It also recommends integrating digital assessment competencies and practices in teacher preparation courses and in-service language teacher training in assessment.