Assessment Literacy in Practice: A Study of Formative Writing Assessment Methods Among English Teachers in Wattala International Schools

Abstract

Research into the technicalities of Writing Assessment Literacy (WAL) is an expanding domain with many scholars stressing that its complex practical elements have not been fully developed in both pre- and in-service teachers due to oversights in teacher education and professional development. This study used survey data (n=20) and interviews (n=5) to investigate the practices of English language teachers related to the selection of formative writing assessments and the use of such assessment data from international schools in the Wattala Divisional Secretariat. The results complement existing findings that a majority of teachers mirror summative assessments in the practice of formative writing assessment, encounter challenges in the use and understanding of rubrics and feedback, and face limitations in the effective use of assessment results. The study concludes that specialized training in theory and practice related to WAL is needed to broaden the scope of classroom assessment methods used by international school teachers with focus on alternative assessment, transparent feedback practices, and purposeful collaboration between educators.