Teachers’ Beliefs about Assessment: A Multiple Narrative Case Study of Internationally Educated Teachers’ Assessment of Speaking Skills in Canadian ESL/EAP Classrooms

This multiple narrative case study examines the assessment beliefs of internationally educated teachers in assessing speaking skills in Canadian ESL/EAP classrooms. Research highlights how teachers’ assessment beliefs influence the way they conceptualize assessment purposes and integrate them into curriculum and lesson planning. With the increasing number of internationally educated English language teachers working in various K-12 and post-secondary contexts in Canada, it is important to understand how their previous assessment beliefs and practices impact their assessment in a new teaching context. The study revealed IETs held multi-layered beliefs focused on the purpose of assessment, types of and tools for speaking assessment, and feedback. Also, numerous contextual factors including classroom contexts, institutional requirements, and curriculum expectations seem to contribute to their change in speaking assessment practices in varied contexts. The results implicate IETs as a heterogeneous group of professionals who require differentiated professional development opportunities and mentorship programs to better integrate in Canadian ESL/EAP classrooms.M.A