Abstract
Foreign language (FL) assessment is one of the most critical and challenging areas for pre-service FL teachers to develop. It is essential since various studies have shown that typical teachers spend up to half of their professional time in assessment-related activities. The area is difficult because its theoretical concepts are highly abstract. Because of these, for several years now, experts have emphasised the necessity of developing the language assessment literacy (LAL) of pre-service FL teachers and encouraged academics to research this area. In response to these calls, this chapter describes the developmental stages of the flipped spiral language assessment literacy model (FLISLALM) used to teach the undergraduate English Language Testing and Evaluation course in an FL teacher training program in Turkey. The model was developed using Brindley's and Giraldo's LAL frameworks and data from student questionnaires, product outputs, and self-assessment presentations collected between 2009-2020. The model aims to maximise prospective Turkish FL teachers' LAL growth.
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