Abstract
While the importance and lack of assessment literacy (AL) has been widely reported in the education and language teaching literature, tools and methods to help teachers actually develop competence in classroom assessment are much more limited. This chapter seeks to help fill that gap and provide tools and procedures for developing AL through teachers formatively assessing classroom tests developed (or adapted) by their peers. This chapter reports on a test review process developed by the author (and Assessment Coordinator) in an English center at an American university. It details a process started in 2012 and currently in use to review teacher-made tests in various programs. Importantly, the instruments and procedures themselves, as well as samples of their use, are provided and shared for possible use in developing AL in other contexts and programs. This report is unique in detailing a process of actually using formative assessment, by and for teachers, to help develop teacher's assessment competence.
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