Jarosław Krajka | University of Social Sciences and Humanities in Warsaw, Poland, firstname.lastname@example.org
Ferit Kilickaya | Department of Foreign Language Education, Mehmet Akif Ersoy University, Burdur, Turkey, email@example.com
Language assessment is a highly important part of the teacher training process, with most modern philologies featuring a separate course on how to evaluate, design, implement and analyze language tests. Systematic coverage of principles of assessment, both in its formal and alternative dimensions, features of a properly constructed test, techniques of testing receptive and productive skills, is necessary to equip language teachers with the skills necessary for successful language instruction.
However, if we take into account the fact that English language teaching is increasingly taking place in heterogenous, multicultural and multilingual contexts, broadening a perspective on language assessment seems to be necessary for development of intercultural teaching competence. Together with an increasing focus on Teaching English as an International Language, with migrations and job openings abroad creating opportunities for conducting English language instruction to students of other nationalities, cultures and mother tongues, intercultural teaching competence needs to be developed with a widened perspective on language assessment.
The purpose of the presentation is to report upon teachers’ perceptions of language assessment in an intercultural context. The telecollaborative study involved tandems of student teachers from Poland and Turkey and aimed at increasing student teachers’ awareness of language assessment in different instructional settings.