Introduction

Effective language assessment requires teachers to adhere to institutional and standardized procedures while maintaining the flexibility needed to meet students' needs. To ensure alignment with best assessment practices, training sessions should be conducted to equip teachers with effective strategies for administering oral and written exams. Following these sessions, distributing a survey can provide valuable insights into the training's impact and address any questions instructors may have. The responses offer a comprehensive understanding of teachers’ perspectives, highlighting areas of strength and opportunities for improvement.

This paper analyzes seven key insights from a survey conducted immediately after a series of training sessions at the language institution where I work (CCCN's Curricular Development Unit, 2024). My team aimed to examine the implications of these sessions for future professional development initiatives and to propose recommendations for enhancing assessment practices.

1. Engagement and Perceived Value

The survey results indicated a high level of engagement, with teachers rating the training as either "Very Valuable" or "Extremely Valuable." This positive reception suggests that the session effectively met their expectations and provided relevant content to align both new and experienced instructors with the Academic Department’s pre-selected routines, which teachers are required to follow before and during written and oral summative assessments. Respondents particularly appreciated the hands-on nature of the training led by my team, reinforcing the importance of practical applications in professional development. Moreover, they recognized its direct impact on lesson planning and execution.

Key Takeaways:

• Teachers found the training highly valuable, with most ratings as "Very Valuable" or "Extremely Valuable."
• The session successfully aligned instructors with standardized assessment routines.
• Practical, hands-on training was particularly appreciated.
• Teachers recognized the training’s direct impact on lesson planning and execution.
• The findings highlight the need for continued interactive and practice-based training sessions.

2. Key Takeaways and Highlights

A major highlight of the training was the emphasis on oral fluency strategies, particularly drilling techniques. Teachers recognized the importance of structured oral practice in enhancing student performance, especially for A1 and A2 English learners, whose proficiency in the target language is still developing. These learners often lack the linguistic mastery needed to engage in open conversations related to the thematic units covered in different courses. Additionally, many teachers found value in learning how to modify assessment scenarios, emphasizing the need for adaptable evaluation methods that accommodate diverse learner needs.

Key Takeaways:

• Emphasizing oral fluency strategies, such as drilling techniques, was a major highlight of the training.
• Teachers acknowledged the significance of structured oral practice, particularly for A1 and A2 learners.
• Lower-proficiency students struggle with open conversations, reinforcing the need for targeted oral fluency support.
• Many teachers valued the ability to modify assessment scenarios for greater flexibility.
• The findings underscore the importance of adaptable evaluation methods that address diverse learner needs.

3. Technology in Teaching

An emerging trend from the feedback is a growing interest in integrating technology into assessment practices proposed by my team. One notable mention was the use of AI to generate dialogues for students based on the conversation prompts and sketchpads already implemented in oral evaluations. This suggests an opportunity to further explore digital tools that can enhance both assessment efficiency and student engagement. Additionally, leveraging AI-driven resources could influence lesson planning and materials development beyond those provided in the textbooks currently used in the adult program at the language institution where these training sessions and survey were conducted.

Key Takeaways:

• Teachers expressed interest in incorporating technology into assessment practices.
• AI-generated dialogues were highlighted as a valuable tool for oral evaluations.
• Digital tools present opportunities to enhance assessment efficiency and student engagement.
• The integration of AI in assessments could impact lesson planning and materials development.
• Exploring alternative resources beyond existing textbooks could benefit instructional practices.

4. Areas for Improvement

While overall feedback was positive, some responses were brief and vague, suggesting that certain aspects of the training sessions may not have fully engaged all participants. The team’s reflection on the survey data highlights the need for deeper interaction and discussion with the institution’s teachers. Additionally, the findings indicate that future training sessions and the asynchronous course currently in development could benefit from more interactive components, such as workshops and collaborative activities facilitated by the institution’s supervisors for their supervisees.

Key Takeaways:

• Some feedback was brief and vague, indicating partial engagement among participants.
• The survey results suggest a need for deeper interaction and discussion with instructors.
• Future training sessions and the asynchronous course could incorporate more interactive elements.
• Workshops and collaborative activities led by supervisors could enhance engagement and effectiveness.

5. Professional Development Trends

Teachers expressed a strong interest in professional development that enhances effective lesson planning and assessment strategies. While many educators have studied the principles of lesson planning, the ability to craft a solid, coherent, and communicative plan requires ongoing refinement to improve instructional efficiency. Feedback gathered after the synchronous training sessions with the institution’s language instructors highlights a demand for targeted training in structuring both summative and formative assessments, managing time effectively to accommodate class sizes of up to 20 students, and developing strategic approaches to evaluating student performance, particularly during class time.

Key Takeaways:

• Teachers seek professional development focused on lesson planning and assessment strategies.
• While they are familiar with lesson planning principles, they need support in refining their practical application.
• Training should target the structuring of both summative and formative assessments.
• Efficient time management is essential for handling class sizes of up to 20 students.
• Teachers require strategic approaches to evaluating student performance during class time.

6. Potential Challenges

Although oral fluency strategies were well received by attendees, written assessments received less emphasis on the feedback. Within the institution, written assessments are primarily conducted through the institutional platform, with training sessions focusing on test timing, question distribution in midterm and final examinations, and monitoring protocols for both in-person and synchronous virtual courses. The limited feedback on this area suggests that teachers may either feel more confident in their written assessment skills or that the training did not sufficiently highlight this aspect. To ensure comprehensive understanding of institutional assessment procedures, future training sessions should provide a more balanced focus on both oral and written evaluation techniques.

Key Takeaways:

• Oral fluency strategies were well received, while written assessments received less feedback.
• Institutional training primarily covers written exam timing, question distribution, and monitoring.
• Limited feedback may indicate teacher confidence in written assessments or a gap in training emphasis.
• Future sessions should balance oral and written evaluation techniques to ensure comprehensive teacher preparation.

7. Recommendations for Future Training

Based on the findings, the following recommendations are proposed to further support teachers' professional development within the institution:

• Expand the integration of technology in assessment training by incorporating AI tools and digital evaluation platforms. These resources can enhance efficiency in identifying areas where students struggle, allowing teachers to provide more targeted support.
• Implement scenario-based learning to enable teachers to practice adapting assessments. This approach is particularly valuable for reshaping in-class communicative speaking activities to mirror the structure and expectations of oral exams.
• Offer dedicated workshops on written assessment techniques to ensure a comprehensive evaluation approach. These workshops could also guide teachers in using written scripts from paired oral tests to provide structured and cohesive feedback to students.
• Foster reflective practice by incorporating structured feedback discussions at the end of training sessions. This will help ensure consistency in grading and feedback, minimizing discrepancies among teaching staff.

Conclusion

The analysis of teacher feedback from the Essential Assessment Training sessions underscores the significance of practical, interactive, and adaptable professional development at the institutional level. Ensuring the consistent application of assessment protocols is essential to meeting the program’s CEFR benchmarks. While teachers expressed high appreciation for the training, the findings highlight the need for a stronger focus on written assessments and the integration of technology in evaluation practices. By implementing the recommendations outlined in this study, future training sessions can be refined to enhance teacher preparedness, leading to more effective and standardized language assessments. These insights contribute to the broader discourse on professional development in language teaching and assessment, fostering continuous improvement in evaluation methodologies.

References

CCCN's Curricular Development Unit. (2024, November-December). Essential Assessment, Feedback Form. Los Yoses, San José, Costa Rica.