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ELT Journal 2004 58(4):336-345; doi:10.1093/elt/58.4.336
© 2004 by Oxford University Press
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The assessment of second language teaching

Craig Thaine1

1 Director of Teacher Training at Languages International, Auckland, New Zealand. Email: craigt{at}languages.ac.nz

This paper reports on an action-research project that focuses on the assessment of second language teacher education. It was carried out in the context of the Cambridge Certificate in English Language Teaching to Adults (CELTA) and centres on how assessment criteria for this qualification are interpreted and operationalized by teacher educators working in New Zealand. The report also examines the construct validity of the criteria by matching them against a syllabus-based representation of teaching ability. It shows how some criteria are either over-generalized or overlap with other criteria, which results in problems of reliability. The paper concludes by suggesting ways in which these criteria could be adapted or amended. Issues arising from the discussion are relevant to English language teacher educators, in particular, and second language teacher educators in a broader context.

Received June 2003.


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