Teachers’ Knowledge, Beliefs and Classroom Practices of Language Assessment in an EFL context: Insights from Preservice English Teachers

Abstract

This study investigates the evolution of language assessment knowledge (LAK), language assessment (LA) beliefs, and assessment practices among 54 Thai preservice English teachers from a public university in northeastern Thailand during their teaching practicum. Using an explanatory sequential mixed-methods design, the research integrates quantitative and qualitative approaches to better understand preservice teachers’ language assessment literacy (LAL). Participants were selected through convenience sampling, and data were collected through parallel LAK tests and a detailed LA beliefs questionnaire, based on Taylor’s (2013) framework, administered at the beginning (T1) and end (T2) of the semester. To enrich the findings, qualitative data were gathered through semi-structured interviews, focus groups, and classroom observations involving 12 stratified participants, with thematic analysis applied to identify patterns and themes. The quantitative results revealed a slight improvement in LAK, with mean scores increasing from 31.3 (56.9%) at T1 to 33.19 (60.34%) at T2, reflecting a medium level of LAL. However, the change was not statistically significant. Technical skills exhibited modest growth, while the application of local assessment practices declined. Despite these variations, preservice teachers consistently rated the importance of language assessment highly, with significant growth observed in their personal beliefs and attitudes. A small but statistically significant correlation between LAK and LA beliefs accentuated the context-sensitive nature of assessment practices. The qualitative findings from 12 purposively selected cases provided in-depth insights into how preservice English teachers applied their theoretical knowledge to classroom practices during their teaching practicum. According to Taylor’s (2013) LAL framework, five key themes emerged. First, preservice teachers adapted their assessment methods to address contextual constraints, such as large class sizes, diverse student skill levels, and limited time. They often opt for simpler, group-based tasks and traditional methods. Second, sociocultural values and institutional standards influenced assessment flexibility, reflecting cultural and systemic expectations. Third, teachers directed tensions between their personal beliefs about effective assessment and the institutional demands of test-oriented school environments, balancing these competing priorities. Fourth, mentor teachers significantly shaped assessment practices, as preservice teachers leaned on mentor feedback for validation rather than employing formal validation techniques. Finally, local practices and student preferences guided the assessment design, with student-centered approaches to foster engagement. However, mentor expectations often tempered these, resulting in a blend of traditional and innovative strategies. The findings highlight the developmental trajectory of language assessment practices, revealing a shift from theory-driven approaches to pragmatic, context-sensitive strategies during the teaching practicum. These findings emphasize the need for context-aware training in teacher education programs, encouraging a stronger integration of theoretical knowledge with practical applications to better prepare preservice teachers for real-world assessment challenges. Recommendations for future research include longitudinal studies to further explore these dynamics and their applications across diverse educational contexts.

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