Abstract
This study aims to disclose the Iranian university teachers’ perceptions of the fundamentals of language assessment literacy (LAL). To this aim, using purposive sampling, eighteen university teachers from two Iranian universities were invited to participate in semi-structured interviews. Their viewpoints were audio-recorded, transcribed, and subjected to a phenomenographic analysis. Findings yielded two overarching LAL domains: knowledge (e.g., having an acceptable level of digital LAL, satisfying ethical requirements, benefiting more from performance assessment, considering students’ individual differences, making assessment valid, assuring that tests are reliable, and having an acceptable level of pedagogical content knowledge) and skills (e.g., involving students in assessment, using alternative assessment methods, employing logically traditional assessment methods, informing students about test results, administering tests in standardized ways, using valid grading procedures, and bringing positive wash-back effects). After discussing the results, the study concludes with proposing a range of implications for different testing stakeholders and highlighting some avenues for further research.
Highlights
Knowledge Having an acceptable level of digital LAL Digital language assessment literacy (DLAL) was the first theme catching the participants’ attention
As the study’s findings demonstrated, it can be concluded that university teachers should be equipped with required LAL to make the way for quality education
The following implication is that university teachers should design and implement tests to create positive wash-back effects
Summary
Assessment is construed as one of the most prominent facets of instructional contexts since it can have a considerable impact on the quality of teaching and learning.One of the branches of assessment which has gained noticeable momentum by the seminal work of Black and William (1998) is “assessment for learning.” In the succeeding years, more studies validated that assessment should be considered as an influencing factor to boost deep learning (Coombe et al, 2020; Elwood & Klenowski, 2002), raise second language (L2) learners’ motivation (Brookhart & Bronowicz, 2003), improve L2 learners’ self-concept (Black & Wiliam, 2010), and increase L2 learners’understanding of quality assessment (Smith et al, 2013). As Malone (2013) argues, “strong, properly implemented assessment provides teachers, students, and all testing stakeholders with important information about student performance and about the. There is, a reciprocal relationship between teaching and assessment such that “assessment informs and improves teaching and vice versa” This interrelated linkage between teaching and assessment cannot be established and strengthened unless L2 teachers are equipped with sufficient assessment knowledge. This undeniable need for assessment knowledge provoked Stiggins (1991, 1995) to propose the very construct of “assessment literacy.”
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