Analyzing Testing Literacy Needs of English Teachers

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Analyzing Testing Literacy Needs of English Teachers: A Case Study of

English Teachers at a Government School in Hyderabad

Submitted by Santosh Kumar Mahapatra

Ph. D. (English), Ist Semester, 2011

Course Tutor: Dr. D. Murali Manohar

1. Introduction

Needs analysis has grown in importance with language pedagogy getting increasingly learner-

centred. Today, designing and carrying out language courses without conducting needs analysis

is looked down upon as an undemocratic and teacher-centred practice. Thus, needs analysis,

which was earlier confined to English for Specific Purposes (ESP) courses, has become an

essential part of general language teaching programmes. In India where there exist many

centralized educational bodies like CBSE, ICSE, NCERT, etc, needs analysis plays a vital role in

arriving at a syllabus that suits a large number of students from a variety of socio-cultural and

economic backgrounds, and with different learning styles, preference for teaching styles and

materials, etc. But it is doubtful if teacher training programmes are designed on the basis such

large scale needs analyses. The case is even worse with English teacher training programmes

which exist as an option in B. Ed. programmes across the country. In this situation, it does not

sound surprising that an important component of ELT (English Language Teaching) like

language testing has been neglected in English teaching methodology syllabus of B. Ed. As a

result, teachers are developing a distorted attitude towards testing and the results of it. Thus, it

may be interesting prospect to look into the common impressionistic claim that English teachers

in schools lack language testing literacy i.e., the knowledge about testing.


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In the light of the above discussion, this paper presents an analysis of testing literacy needs of

English teachers working in a government school in Hyderabad. The analysis tries to go beyond

the behavioural needs and considers the necessary cognitive awareness about testing. This

small-scale case study also includes suggestions for developing effective testing literacy among

language teachers.

2. Context

With the paradigm shift in focus towards learnercentredness in ELT, the role of English teachers

is being perceived differently. Whatever a teacher does in the vicinity of the school is expected

to benefit students and promote learning. A teacher needs to update him-/ herself professionally

to be able to direct his/her practice towards students language development . Since there are not

many effective in-service teacher development programmes organized by the central and state

governments, teachers need to depend on self-development strategies. Having said this, we

cannot deny that we have to depend on some inauthentic sources of information while talking

about English teachers language and pedagogic content awareness. The general perception

about them is that they do not have adequate knowledge about English teaching methodology

and the language itself. The case is not very different in a state like Andhra Pradesh. The English

teachers in the state are viewed in the same negative light even without the absence of any large

scale study proving such a claim.

Considering the constraint of time and resources, the present paper confines itself to finding out

how aware English teachers in Railway High School (Hyderabad) are about language testing and

what they need to know about it. Thus, the findings of the study may not be applicable to all the

English teachers in schools of Andhra Pradesh. If more time, more meticulous planning and


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greater amount of labour are invested into a needs analysis study involving a large scale sample

across the state, the results of that study could give rise to more reliable data. The present study,

nonetheless, could be used as a launch pad for future research.

3. Sample

The selection of sample for the study was based on availability of subjects. Six English teachers

out of the total eight were part of the study. The other two were occupied with other official

responsibilities. In addition to the teachers, twelve students and an academic supervisor from the

same school and a teacher trainer from Hyderabad also shared their opinions about the issue. The

teachers teach at various levels in the school. The students were a mixed group that included

children from different classes and both sexes. The teacher trainer works as a professor in a well-

known university in Hyderabad. The identities of the subjects have not been disclosed as per the

promise made to them and the ethics of research.

3.1 Teachers Profile

Teacher Gender Qualification Experience in years

1. Female M.A., B. Ed. About 12

2. Female B. Sc., B. Ed. Around 9

3. Female M.A., M. Ed. About 16

4. Female M. Sc., B. Ed. About 14

5. Male M.A., B. Ed. About 8

6. Male M. A., B. Ed. Just less than 3


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4. Tools Used for Data Collection

Interviews (Appendices A, B), questionnaire (Appendix C) and informal discussions were used

for collecting data. Whereas semi-structured interviews and questionnaires were used with the

teachers, the supervisor and the teacher trainer, informal discussions were used with the students.

In addition to these, several documents like question papers, sample test papers and examination

copies were reviewed to get a relatively accurate account of the needs.

5. Procedure of Data Collection

As I worked as a teacher in this school for a month, I knew most of the English teachers, and that

made the process of data collection easy. It took four days to get the required information for the

needs analysis. The first day was spent on meeting the teachers and the supervisor and

convincing them to participate in the study. Data were collected in the next three days.

1st

Phase

The first phase of data collection involved obtaining information from the teachers and the

supervisor through questionnaire and interviews. I had to meet the supervisor first since he was

responsible for assigning academic duty to all the teachers. He was very cooperative and

informative. His more than thirty years experience as a teacher helped me get a vivid portrait of

the developments in the field during the last three decades. Then the teachers were given the

questionnaire but they were not willing to fill in the questionnaire. So I had to fill in the

questionnaire with the information orally provided by the teachers.


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audio-recorded. During the interview, we had a look at two B. Ed. syllabuses used in Andhra

Pradesh.

6. Data Analysis and Interpretation

Since the study has got data from various sources, it makes sense to put everything in different

sections before triangulating them to arrive at findings of the study.

Teachers Responses

It was clear from the teachers responses that most of them were introduced to different aspects

of language testing during their B. Ed. However, they never had any formal in-service refresher

or orientation programme on testing since then. Five of them were unable to recall the different

areas of testing in which they were trained during their pre-service training. Again, except one,

all the others were unhappy with the pattern of examination. They blamed the change in pattern

which has been recently brought in by experts at state level and resulted in an all-pass scenario.

The very communicative nature of question papers seemed to have lessened the burden on

students but annoyed the teachers who believe that students do not have to read the textbooks

and work hard to pass examinations. One teacher even went to the extent of stating: Any idiot

can pass the examination now. All of them reported that no formal feedback is given to students

on their examination performance. They also tried to justify their own and colleagues lack of

awareness about testing by saying that it is not a compulsory thing to know as they are not asked

to prepare question papers on their own. The findings from the questionnaire were confirmed by

their responses in the interviews.


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Supervisors Response

The supervisor thought that examinations are necessary since teachers are not trained in

assessing students alternatively. He affirmed his faith in the decisions of the government about

getting question papers designed by experts who have experience in designing question papers

though they have no formal specialization in testing, and defended the lack of in-service training

for teachers by citing the immense size of student and teacher population in the state as the

reason. He also pointed out that there are not enough experts in testing in the state to train all the

English teachers. However, he agreed that teachers need some basic training in testing.

Students Response

The students were quite outspoken in vocalizing their views. All of them liked the new

examination pattern which they felt was more student-friendly than the previous one. They were

not happy about their teachers praising the leading scorers in the class tests. Everyone felt that

the examination toppers are not always the ones who are the best writers and speakers in the

class. Some gave example of students who in spite of topping the examinations find it difficult to

speak in the assembly. Teachers were reported to be treating low achievers a little roughly which

includes beating and caning.

Teacher Trainers Response

The teacher trainer started with a brief overview of policy and practice in teacher training. He

strongly opposed to the idea of leaving designing of question papers to teachers in schools. He

felt they are not adequately trained to take up tasks like that though testing forms a part of every

B. Ed. syllabus. He also believed that regular in-service training programmes on different aspects

of teaching including testing are necessary but the government does not have enough experts


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available to carry out such programmes. While he mentioned types of tests, validity, reliability,

authenticity, learning through testing, etc as components that should go into orientation

programmes, he was sure that such programmes could be carried out without experts in testing

since any teacher trainer can handle such a programme.

Information Gathered from Documents

To ensure authenticity and reliability of data obtained from the human subjects, information was

also gathered through a review of documents like question papers of different years, examination

answer sheets, sample question papers, syllabuses, textbooks, etc. It was found that there was a

recent change in approach to testing. The questions in the examinations were very

communicative in nature and they were meant to test students ability to apply language skills in

real life situations. To my surprise, teachers found such questions useless and ineffective. The

objectives of the syllabus were clearly mentioned in the textbooks, and the question papers

reflected those objectives. The answer sheets of the half-yearly and annual examinations had

been numerically evaluated by the teachers. But not a single answer sheet contained any

feedback on the performance and how students could improve their language skills.

7. Findings

The above mentioned responses, when interpreted, indicate clearly at the testing literacy needs of

English teachers in the school. The findings of the study are mentioned below:

There exists a problem with how teachers look at English language, and this problem getsreflected in their views about testing.

Serious attention is not being paid to language testing in pre- and in-service teachertraining programmes.


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Because of the above reason, most English teachers lack awareness about testing. Examinations continue to drive teaching of language skills even today. Communicative testing practice seems to have threatened teacher identities. There is a gap between policy and practice which is victimizing teachers. Teachers are aware of the testing pattern but unaware of new research in testing. Some teachers classify students as good, average, badand idiots. Such a mindset seems

to have its origin in the importance given to performance in examinations.

Treatment of students in their class/es is determined by the marks scored by students inexaminations (achievement tests).

Changing the system of examination cannot be a successful and productive process ifteachers are not involved in the process.

Even at trainer level, lack of belief in subject expertise continues to exist.8. Suggestions for Development of Testing Literacy among Teachers

The English teachers at Railway High School need some basic training in language teaching

before they formally start learning more about language testing. The way they conceptualize the

English language abilities of students makes them believe that ones language ability is equal to

how much one scores in a memory-based test (achievement tests in schools). So they need to be

oriented towards knowing and realizing the relationship between the objectives of teaching and

the construct of testing. This will also enable them to see the usefulness of learner-centred

approach to teaching and testing, and how and why testing should be used to promote learning.

The teachers awareness about testing can be developed through a training programme that

should include the following components:


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Why to test? Types of tests Test construction Types of questions Ethical issues in testing Social dimensions in testing Analyzing question papers Promoting critical thinking and learning through testing (importance of feedback) Developing self-awareness about testing Fine-tuning teaching through testing

9. Conclusion

Though the present study shows that the English teachers do not have the required awareness

about testing, it is not trying to blame the teachers for the same. The teachers did not have proper

training in testing during their pre-service training period. To add to the worries, they have not

had any orientation programme on testing even though the test pattern has changed and become

more communicative and student-friendly in nature recently. It may be too harsh to expect the

teachers to be good at language testing in these circumstances. This study may be miniscule in

size, but it nonetheless makes us have a feel of the reality. Studies conducted with larger sample

size may lead to claims that could be applicable to more schools and English teachers across the

state, and thus, may result in changes in teacher education policy.


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Appendix A

Questions for Semi-Structured Interview of Teachers

1. At which level do you teach: primary or secondary?

2. How are your students?

3. Are all of them promoted to the next higher class after the final examination?

4. What is your view about this system (of all-pass or failing people)?

5. What skills are tested in the mid-term and final examinations?

6. What do you think about the question pattern for the examinations?

7. Do you find time to discuss their examination performance with them?

8. Does anyone instruct you about preparing question papers and giving marks?

9. Do you think we can manage without examinations?

10. Was there any component on testing in the B. Ed. syllabus when you were doing B. Ed.?

11. Does government organize orientation programmes for teachers on different aspects of

language teaching including testing?

12. Do you discuss examination question paper and pattern with your colleagues?

Appendix B

Questions for Semi-Structured Interview of the Supervisor

1. What are your thoughts about half-yearly and annual tests?

2. Who designs the English question papers for the examinations?

3. Are the people who design question papers trained in language testing?


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4. How do English teachers in your school learn about designing question papers and testing?

5. Do you think English teachers in schools should be trained in language testing?

Appendix C

Questions for Semi-Structured Interview of the Teacher Educator

1. Do you think English teachers in schools should be allowed to make their own question

papers?

2. Do you believe they can design effective tests?

3. Are they trained in language testing during their B. Ed.?

4. Should there be orientation programmes on testing for in-service English teachers in schools?

5. What should go into such an orientation programme for English teachers in government

schools of Andhra Pradesh?

Appendix D

Questionnaire for the Teachers

Dear madam/sir,

The information gathered through this questionnaire will be used strictly for the purpose of a

research on needs analysis. I promise that your views will not be shared with anyone else, and

your name will not be mentioned anywhere in and outside the research. Kindly fill in the

questionnaire as honestly as possible.

1. Gender: M/F

2. Educational qualification:

3. Teaching experience (in years):

4. Could you mention the name of papers (subjects) you had in English Teaching Methodology

during B. Ed.?


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5. Which of the following areas were you trained in during B. Ed.? (Tick the applicable one/s)

i) importance of tests in curriculum ii) validity and reliability of tests iii) designing tests

iv) promoting learning through tests v) grading students vi) feedback in testing vii) making

examinations student-friendly viii) role of teacher in testing ix) examination pressure

6. Do you design question papers for half-yearly and annual tests?

7. Are all your students passed in the tests?

8. How is it decided whether to pass or fail a child?

9. Does the school provide feedback to every student on his/her performance in examinations?

Why / Why not?

10. How many of your colleagues are aware of different aspects of language testing?

11. Have you had any refresher course or orientation programme on testing in recent times?