Abstract
Assessment of student is one of the most important responsibilities of teachers, because the quality of teaching in classroom is closely associated with the quality of the applied assessment. Hence it is essential for teachers to possess assessment literacy. Assessment literacy is important because it helps teachers to perceive, analyze and use data on student performance to improve teaching. Stakeholders are influenced by language tests, therefore; being assessment literate is more vital for them, because assessment illiteracy results in inaccurate assessment and consequently the purposes of assessment could not be fulfilled. It is necessary for teachers to develop language assessment literacy to prevent serious consequences for teachers and students.
Highlights
Assessment of student is one of the most important responsibilities of teachers, because the quality of teaching in classroom is closely associated with the quality of the applied assessment
Stakeholders are influenced by language tests, ; being assessment literate is more vital for them, because assessment illiteracy results in inaccurate assessment and the purposes of assessment could not be fulfilled
Regarding the stakeholders language assessment literacy refers to their familiarity with measurement processes and the application of this knowledge to classroom practices in general and to assessing language ( Taylor, 2009) which ―potentially includes the acquisition of a range of skills related to test production, test score interpretation and use, and test evaluation in conjunction with the development of a critical understanding about the roles and functions of assessment within education and society‖ (O’Loughlin, 2013)
Summary
Assessment of student is one of the most important responsibilities of teachers, because the quality of teaching in classroom is closely associated with the quality of the applied assessment. Regarding the stakeholders language assessment literacy refers to their familiarity with measurement processes and the application of this knowledge to classroom practices in general and to assessing language ( Taylor, 2009) which ―potentially includes the acquisition of a range of skills related to test production, test score interpretation and use, and test evaluation in conjunction with the development of a critical understanding about the roles and functions of assessment within education and society‖ (O’Loughlin, 2013)
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