Teachers' Assessment Literacy Enhancement (TALE) is an Erasmus+ Project led by the University of Cyprus in collaboration with another five European Universities. Here is a presentation from the Greek partner Hellenic Open University given at an event on 22 March 2016.

1. Introduc)on: Presenta)on of the
TALE Program—presenta)on of the
Greece-based research
Dr Nicos Sifakis Stefania Kordia
Assoc. Professor PhD Candidate
Hellenic Open University
22.3.2016, ACG/Deree

2. Introduc)on: Presenta)on of the
TALE Program—presenta)on of the
Greece-based research
Dr Nicos Sifakis Stefania Kordia
Assoc. Professor PhD Candidate
Hellenic Open University
22.3.2016, ACG/Deree

3. A few words about the TALE project
• TALE: Teachers’ Assessment Literacy Enhancement
• Funded by: Erasmus+/Strategic Partnerships for School
Educa<on
• Language Tes5ng and Assessment: growing challenges
educa5onal policy making/CEF
• Teachers are expected to:
– design/score wide variety of language tests par5cular to
their context
– carry out innova5ve assessment procedures
– provide useful feedback
– align LTA with exis5ng curricula

4. A few words about the TALE project
• LTA = strong impact on quality of learning
outcomes
• But: currently, teachers unable to create good
quality assessment materials/procedures
• Need for teacher training in LTA à
“assessment literacy”
• TALE will provide an efficient, relevant,
scalable and sustainable LTA training
infrastructure for ELTs

5. A few words about the TALE project
• Aims:
1. Iden5fy LTA training needs
2. Create Open Educa5onal Resources:
a. Develop ELTs’ assessment literacy
b. Promote a feedback-provision culture that
benefits language learning
c. Integrate stakeholders’ experience (trainers,
teachers, learners)
3. Disseminate project outcomes

6. TALE Project par)cipants
• Cyprus—University of Cyprus (coordinator)
• Greece—Hellenic Open University
• Germany—Heidelberg University of Educa5on
• Hungary—University of Debrecen
• UK—University of Bedfordshire

7. The needs analysis in Greece
• Teachers (N = 68)
– 79% female; mid-30s; 10+ yrs. teach. exp.; mostly
BA/some MA holders; all state-school contexts;
53% no LTA training
34%
54%
12%
Years of learning English
up to 3 years
4-6
7 or more
• Learners (N = 294)
– 76% primary, 22%
secondary

8. 0
50
100
150
200
250
300
Learners: Which of these
skills/areas does your
teacher assess?
0
10
20
30
40
50
60
70
Teachers: Which of these
skills/areas do you
assess?

9. 0
10
20
30
40
50
60
70
Teachers: What feedback do you
give on your learners' assessment
results?
0
50
100
150
200
250
Learners: What feedback do you
get on your assessment results?

10. 0 10 20 30 40 50 60 70
Tests with closed
Ac)ve class
Oral presenta)ons
Extended wri)ng
Tests with open-
Transla)on
Self-assessment
Peer-assessment
Porfolios
Other
Teachers: How o]en do you use
the following assessment
methods?
0 50 100 150 200 250
Tests with closed
Ac)ve par)cipa)on
Tests with open-
Self-assessment
Transla)on
Extended wri)ng
Oral presenta)ons
Por^olio
Peer-assessment
Other
How o]en does your teacher use
the following assessment
methods?

11. 0 50 100 150 200 250
Ac)ve par)cipa)on
Tests with closed answers
Transla)on
Extended wri)ng
Tests with open-ended answers
Self-assessment
Oral presenta)ons
Por^olio
Peer-assessment
Learners: How o]en does it help you when your
teacher uses the following assessment methods?

12. 0 10 20 30 40 50 60 70
Assessing Ss with special learning needs
Using student por^olios
Recognizing inappropriate methods
Iden)fying the relevance of CEFR
Using self-assessment
Assessing listening skills
Iden)fying how tests influence teaching
Assessing speaking skills
Using peer-assessment
Assessing skills in an integrated way
Preparing learners for external tests
Iden)fying different assessment purposes
Choosing suitable assessment methods
Using assessment to make decisions about ind.
Assessing wri)ng skills
Assessing reading skills
Explaining results to pupils
Using assessment to plan teaching
Explaining results to others
Designing classroom-based tests
Teachers' confidence

13. 0 10 20 30 40 50 60 70
Explaining results to pupils
Designing classroom-based tests
Using assessment to make decisions about ind.
Preparing learners for external tests
Using assessment to plan teaching
Explain results to parents and others
Assessing reading skills
Assessing wri)ng skills.
Choosing suitable assessment methods
Iden)fying different assessment purposes
Iden)fying how tests influence teaching
Assessing speaking skills
Assessing skills in an integrated way
Assessing listening skills
Using self-assessment
Using peer assessment
Iden)fying the relevance of CEFR
Recognizing inappropriate methods
Using student por^olios
Assessing Ss with special learning needs
Teachers' training needs

14. 40%
60%
Experience in online
training
Yes
No
0
10
20
30
40
50
60
70
Online
resources for
self-study
Printed self-
study materials
Interac)ve
online course
Combina)on of
online self-
study and face-
to-face course
Online assessment training format

15. 0
10
20
30
40
50
60
70
Intro to
prac)cal
materials
Watching
short videos
Trying out /
evalua)ng
materials
Reading
materials
Discussing
with
colleagues
Useful ac)vi)es in an online course

16. TALE on social media:
hhps://www.facebook.com/
TALEonlinetrainingcourse?fref=ts
hhps://twiher.com/TALEproject
TALE ErasmusProject

17. Thank you!
Nicos Sifakis
sifakis@eap.gr
Stefania Kordia
stefania.kordia@ac.eap.gr