Training senior teachers in compulsory computer based language tests

Abstract The IBT TOEFL has become the principal example of online high stakes language testing since 2005. Most instructors who do the preparation for IBT TOEFL face two main realities: first, students are eager and highly motivated to take the test because of the prospective implications; and, second, specific studies would be necessary to see if instructors may be familiarized with the use of computers in teaching and/or language testing for other high stakes tests. Now, many standardized tests are going online as well such as IELTS, BULATS and others (Garcia Laborda, 2007). National Boards of Education are also considering this possibility for the national university entrance examination (PAU) (Garcia Laborda Garcia Laborda, 2006). However, in this case, teachers may not be willing or well prepared to face the challenge due to factors such as ICT familiarity. To date, many papers have explored the role of teacher training in their adaptation to the inclusion or implementation of ICT in the foreign language classroom (Zepp, 2005; Tan et al., 2003; Rehbein et al., 2003). However, it is necessary to consider the differences between the use of ICT for language testing (as opposed to general teaching) and the profile of senior high school foreign language teachers who may not be as flexible as their younger colleagues. This paper describes the trainees’ final attitudes of a six-month course held in Valencia (Spain). 26 teachers from private schools who teach many of the students who take the test every year participated in an in-service teacher training course in Valencia. Instructional methods principally included training in ICT strategy and use through face-to-face instruction and also autonomous learning, group work, synchronous and asynchronous communication, and computer based test design. The teachers’ responses to long discussions in a control session and to a questionnaire, along with the observations of a 20-hour course and the results of the familiarization with different tools show that for this type of training it is not only necessary to familiarize teachers with the testing tool but also with the process of creating online tests and with the testing process itself (Chapelle Stoynoff & Chapelle, 2005). Results from the platform use and the final questionnaire indicated that the majority of trainees reacted positively to the training and were eager to let the research team work with their students. However, they still felt they would not be able to use ICT for testing in their classes.