Hostname: page-component-74d7c59bfc-g6v2v Total loading time: 0 Render date: 2026-02-11T14:42:02.179Z Has data issue: false hasContentIssue false
  • English
  • Français

Language assessment literacy

Published online by Cambridge University Press:  03 April 2024

Karin Vogt ,
Henrik Bøhn  and
Dina Tsagari
Karin Vogt*
Affiliation:
University of Education Heidelberg, Heidelberg, Germany
Henrik Bøhn
Affiliation:
University of South-Eastern Norway, Borre, Norway
Dina Tsagari
Affiliation:
Oslo Metropolitan University, Oslo, Norway
*
Corresponding author: Karin Vogt; Email: vogt@ph-heidelberg.de
Get access Rights & Permissions [Opens in a new window]

Extract

Numerous references to ‘new’ literacies have been added to the discourse of various academic and public domains, resulting in a multiplication of literacies. Among them is the term ‘language assessment literacy’ (LAL), which has been used as a subset of Assessment Literacy (AL) (Gan & Lam, 2022) in the field of language testing and assessment and has not been uncontested. LAL refers to the skills, knowledge, methods, techniques and principles needed by various stakeholders in language assessment to design and carry out effective assessment tasks and to make informed decisions based on assessment data (e.g., Fulcher, 2012*; Inbar-Lourie, 2008*[1]; 2013; Taylor, 2009*, 2013*).

Information

Type
Research Timeline
Information
Language Teaching , Volume 57 , Issue 3 , July 2024 , pp. 325 - 340
Check for updates
Copyright
Copyright © The Author(s), 2024. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

American Federation of Teachers, National Council on Measurement in Education, & National Education Association (AFT, NCME, & NEA). (1990). Standards for teacher competence in educational assessment of students. National Council on Measurement in Education.Google Scholar
Baker, B. (2016). Language assessment literacy as professional competence: The case of Canadian admissions decision makers. Canadian Journal of Applied Linguistics, 19(1), 63–83. https://journals.lib.unb.ca/index.php/CJAL/article/view/23033Google Scholar
Brindley, G. (2001). Language assessment and professional development. In Elder, C., Brown, A., Hill, K., Iwashita, N., Lumley, T., McNamara, T., & O'Loughlin, K. (Eds.), Experimenting with uncertainty: Essays in honour of Alan Davies (pp. 126–136). Cambridge University Press.Google Scholar
Bustamante, A. (2022). Language assessment literacy of middle school English teachers in Mexico. Languages, 7(1), 32. doi:10.3390/languages7010032CrossRefGoogle Scholar
Coombe, C., & Davidson, P. (2021). Language assessment literacy. In Mohebbi, H. & Coombe, C. (Eds.), Research questions in language education and applied linguistics (pp. 343–347). Springer. doi:10.1007/978-3-030-79143-8_61CrossRefGoogle Scholar
Coombe, C., Vafadar, H., & Mohebbi, H. (2020). Language assessment literacy: What do we need to learn, unlearn, and relearn? Language Testing in Asia, 10, 3. doi:10.1186/s40468-020-00101-6CrossRefGoogle Scholar
Crusan, D., Plakans, L., & Gebril, A. (2016). Writing assessment literacy: Surveying second language teachers’ knowledge, beliefs, and practices. Assessing Writing, 28, 43–56. doi:10.1016/j.asw.2016.03.001CrossRefGoogle Scholar
Cui, Y., Liu, Y., Yu, H., & Gao, Y. (2022). Developing English teachers’ language assessment literacy in an EAP reform context through test design: A case study. System, 109, 102866. doi:10.1016/j.system.2022.102866CrossRefGoogle Scholar
Drackert, A., Konzett-Firth, C., Stadler, W., & Visser, J. (2020). An empirical study on romance teachers’ subjective theories regarding assessment purposes and good tests. In Tsagari, D. (Ed.), Language assessment literacy. From theory to practice (pp. 50–70). Cambridge Scholars Publishing.Google Scholar
Drackert, A., & Stadler, W. (2017). Beurteilungskompetenz von Russischlehrkräften in Deutschland, Österreich, der Schweiz und Südtirol (DACHS). Zwischen Status Quo und aktuellen Bedürfnissen. Zeitschrift für Fremdsprachenforschung, 28(1), 233–258. https://www.dgff.de/assets/Uploads/ausgaben-zff/ZFF-2-2017-Drackert-Stadler.pdfGoogle Scholar
Fanrong, W., & Bin, S. (2022). Language assessment literacy of teachers. Frontiers in Psychology, 13, 864582. doi:10.3389/fpsyg.2022.864582Google Scholar
Firoozi, T., Razavipour, K., & Ahmadi, A. (2019). The language assessment literacy needs of Iranian EFL teachers with a focus on reformed assessment policies. Language Testing in Asia, 9, 2. doi: 10.1186/s40468-019-0078-7CrossRefGoogle Scholar
Gan, L., & Lam, R. (2022). A review on language assessment literacy: Trends, foci and contributions. Language Assessment Quarterly, 19(5), 503–525. doi:10.1080/15434303.2022.2128802CrossRefGoogle Scholar
Giraldo, F. (2018). Language assessment literacy: Implications for language teachers. Profile Issues in Teachers` Professional Development, 20(1), 179–195. doi:10.15446/profile.v20n1.62089CrossRefGoogle Scholar
Giraldo, F. (2020). A post-positivist and interpretive approach to researching teachers’ language assessment literacy. Profile: Issues in Teachers’ Professional Development, 22(1), 189–200. doi:10.15446/profile.v22n1.78188CrossRefGoogle Scholar
Giraldo, F., & Murcia, D. (2018). Language assessment literacy for pre-service teachers: Course expectations from different stakeholders. GIST – Education and Learning Research Journal, (16), 56–77. doi:10.26817/16925777.425CrossRefGoogle Scholar
Gu, P. Y. (2014). The unbearable lightness of the curriculum: What drives the assessment practices of a teacher of English as a Foreign Language in a Chinese secondary school? Assessment in Education: Principles, Policy & Practice, 21(3), 286–305. doi:10.1080/0969594X.2013.836076Google Scholar
Hasselgreen, A., Carlsen, C., & Helness, H. (2004). European survey of language testing and assessment needs. Report: part one – general findings. http://www.ealta.eu.org/documents/resources/survey-report-pt1.pdfGoogle Scholar
Herrmannova, D., Patton, R. M., Knoth, P., & Stahl, C. G. (2018). Do citations and readership identify seminal publications? Scientometrics, 115, 239–262. doi:10.1007/s11192-018-2669-yCrossRefGoogle Scholar
Hidri, S. (2016). Conceptions of assessment: Investigating what assessment means to secondary and university teachers. Arab Journal of Applied Linguistics, 1(1), 19–43. http://www.tjaling.org.Google Scholar
Hildén, R., & Fröjdendahl, B. (2018). The Dawn of assessment literacy: Exploring the conceptions of Finnish student teachers in foreign languages. Apples - Journal of Applied Language Studies, 12(1), 1–24. doi:10.17011/apples/urn.201802201542CrossRefGoogle Scholar
Ho, E. C., & Yan, X. (2021). Using community of practice to characterize collaborative essay prompt writing and its role in developing language assessment literacy for pre-service language teachers. System, 101, 102569. doi:10.1016/j.system.2021.102569CrossRefGoogle Scholar
Holzknecht, F., Kremmel, B., Konzett-Firth, C., Eberharter, K., & Spöttl, C. (2018). Potentials and challenges of teacher involvement in rating scale design for high-stakes exams. In Xerri, D., & Vella Briffa, P. (Eds.), Teacher involvement in high-stakes language testing (pp. 47–66). Springer.CrossRefGoogle Scholar
Inbar-Lourie, O. (2013). Guest editorial to the special issue on language assessment literacy. Language Testing, 30(3), 301–307. doi:10.1177/0265532213480126CrossRefGoogle Scholar
Inbar-Lourie, O. (2017). Language assessment literacy. In Shohamy, E., May, S., & Or, I. (Eds.), Language testing and assessment (3rd ed.) (pp. 257–268). Springer.CrossRefGoogle Scholar
Janssen, G. (2022). Local placement test retrofit and building language assessment literacy with teacher stakeholders: A case study from Colombia. Language Testing, 39(2), 377–400. doi:10.1177/02655322221076153CrossRefGoogle Scholar
Jeong, H. (2013). Defining assessment literacy: Is it different for language testers and non-language testers? Language Testing, 30(3), 345–362. doi:10.1177/0265532213480334CrossRefGoogle Scholar
Kim, A. A., Chapman, M., Kondo, A., & Wilmes, C. (2020). Examining the assessment literacy required for interpreting score reports: A focus on educators of K–12 English learners. Language Testing, 37(1), 54–75. doi:10.1177/0265532219859881CrossRefGoogle Scholar
Koh, K., Burke, L. E. C.-A., Luke, A., Gong, W., & Tan, C. (2018). Developing the assessment literacy of teachers in Chinese language classrooms: A focus on assessment task design. Language Teaching Research, 22(3), 264–288. doi:10.1177/1362168816684CrossRefGoogle Scholar
Kvasova, O., & Kavytska, T. (2014). The assessment competence of university foreign language teachers: A Ukrainian perspective. CercleS, 4(1), 159–177. doi:10.1515/cercles-2014-0010Google Scholar
Maaoui, A., Tsagari, D., & Dammak, H. (2023). The relationship between language educators’ perceptions and assessment practices during the COVID-19 crisis. Languages, 8(1), 54. doi:10.3390/languages8010054CrossRefGoogle Scholar
Mede, E., & Atay, D. (2017). English language teachers’ assessment literacy: The Turkish context. Dil Dergisi, 168(1), 43–60. https://dergipark.org.tr/en/download/article-file/780021Google Scholar
O'Loughlin, K. (2013). Developing the assessment literacy of university proficiency test users. Language Testing, 30(3), 363–380. doi:10.1177/0265532213480336CrossRefGoogle Scholar
Poehner, M. E., & Inbar-Lourie, O. (2020). An epistemology of action for understanding and change in L2 classroom assessment: The case for praxis. In Poehner, M. E., & Inbar-Lourie, O. (Eds.), Toward a reconceptualization of second language classroom assessment. Praxis and researcher-teacher partnership (pp. 1–20). Springer.CrossRefGoogle Scholar
Shahzadi, A., & Ducasse, A. M. (2022). Language assessment literacy of teachers in an English medium of instruction university: Implications for ELT training in Pakistan. Studies in Language Assessment (SiLA), 11(1), 92–118. https://arts.unimelb.edu.au/__data/assets/pdf_file/0010/4282561/SiLA-11.1-Shahzadi_and_Ducasse.pdfCrossRefGoogle Scholar
Sheehan, S., & Munro, S. (2017). Assessment: Attitudes, practices and needs. British Council.Google Scholar
Stiggins, R. J. (1991). Assessment literacy. Phi Delta Kappa, 72(7), 534–539. https://www.jstor.org/stable/20404455Google Scholar
Sultana, N. (2019). Language assessment literacy: An uncharted area for the English language teachers in Bangladesh. Language Testing in Asia, 9(1), 1–14. doi:10.1186/s40468-019-0077-8CrossRefGoogle Scholar
Swacha, J. (2022). A non-iterative constrained measure of research impact. Information, 13(7), 319. doi:10.3390/info13070319CrossRefGoogle Scholar
Taylor, J. (2011). The assessment of research quality in UK universities: Peer review or metrics? British Journal of Management, 22(2), 202–217. doi:10.1111/j.1467-8551.2010.00722.xCrossRefGoogle Scholar
Tsagari, D., & Vogt, K. (2022). Introduction to special issue ‘Contextualizing language assessment literacy’. Studies in Language Assessment (SiLA), 11(1), ii–vii. https://arts.unimelb.edu.au/__data/assets/pdf_file/0005/4282556/SiLA-11.1-Front-matter_Introduction.pdfGoogle Scholar
Ugwu, E. O., & Ezeokoli, F. (2022). Assessment literacy and practices of literature-in-English teachers in Nigeria. African Journal of Teacher Education, 11(2), 11–52. doi:10.21083/ajote.v11i2.6889CrossRefGoogle Scholar
Ukrayinska, O. (2018). Developing student teachers’ classroom assessment literacy: The Ukranian context. In Hidri, S. (Ed.), Revisiting the assessment of second language abilities: From theory to practice (pp. 351–372). Springer.CrossRefGoogle Scholar
Villa Larenas, S. (2020). An investigation of the language assessment literacy of teacher educators in Chile: knowledge, practices, learning, beliefs, and context. [Doctoral thesis, Lancaster University]. doi:10.17635/lancaster/thesis/1012CrossRefGoogle Scholar
Vogt, K., & Tsagari, D. (2022). Language assessment literacy and test validation: Highlighting the role of language teachers. Studies in Language Assessment (SiLA), 11(1), 1–15. https://arts.unimelb.edu.au/__data/assets/pdf_file/0006/4282557/SiLA-11.1-Vogt_and_Tsagari.pdfGoogle Scholar
Wang, X., Zuo, J., Liu, F., & Sun, Z. (2023). A scientometric review of research trends in language assessment literacy. Education Sciences, 13(2), 190. doi:10.3390/edusci13020190CrossRefGoogle Scholar
Watanabe, Y. (2011). Teaching a course in assessment literacy to test takers: Its rationale, procedure, content and effectiveness. Cambridge Research Notes, 46, 29–34. https://www.cambridgeenglish.org/images/23164-research-notes-46.pdfGoogle Scholar
Weideman, A. (2019). Assessment literacy and the good language teacher: Four principles and their applications. Journal for Language Teaching, 53(1), 103–121. doi:10.4314/jlt.v53i1.5CrossRefGoogle Scholar
Wu, J. (2014). Investigating Taiwanese teachers’ language testing and assessment needs. English Teaching and Learning, 38, 1–27.Google Scholar
Xie, Q., & Tan, S. (2019). Preparing primary English teachers in Hong Kong: Focusing on language assessment literacy. The Journal of Asia TEFL, 16(2), 653–673. doi:10.18823/asiatefl.2019.16.2.13.653Google Scholar