Abstract
To assess the current status of college EFL teachers’ language assessment literacy (LAL) and to identify their training needs in language assessment (LA), the current study surveyed 272 EFL teachers from 146 universities in China with a self-designed questionnaire. The questionnaire consists of three parts, namely experiences in LA activities, current LAL, and needs for training in LA. The results show that the teachers reported a low level of involvement in LA activities, their perception of their own LAL was unsatisfactory, and they were in dire need of training in every aspect of LA. Major had a significant multivariate main effect on LAL and linguistics majors had an advantage over other majors. It was also found that LA experiences were moderately correlated with LAL, and assessment knowledge accumulation together with assessment training can significantly predict the participants’ current LAL level. These results have implications for college EFL teachers’ LA training.
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