Abstract
English is taught as one of the most popular foreign languages in East Asia. English as a foreign language (EFL) teachers’ conceptions, knowledge, and skills in language assessment can influence their assessment practices and decisions. Teachers’ language assessment literacy (LAL) is not only an integral part of their own professional identity and development, but also a mechanism to ensure fairness and equity in their everyday assessment practices that can have a significant influence on their students’ learning. Set within the specific context of East Asia, this chapter reports our review of studies that aimed to identify different components of LAL, EFL teachers’ conceptions of language assessment, how their conceptions might affect their practices in classroom-based assessment and high-stakes examinations, the training needs of teachers, and the effectiveness of different assessment training programs. The discussions of the findings are made with reference to the interrelationships between EFL teachers’ LAL, their professional growth and educational development in East Asia more broadly. We conclude the chapter by calling for the inclusion of a range of East Asia-specific factors (educational, social, cultural) in the current context of globalization and teacher professionalism in a digital age, for the conceptualization of LAL of EFL teachers in East Asia.KeywordsLanguage assessment literacyLearning-oriented assessmentEducational reformEducational developmentEast Asia
Published Version
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