Abstract
Recently, we have witnessed a growing interest in developing teachers’ language assessment literacy. The ever increasing demand for and use of assessment products and data by a more varied group of stakeholders than ever before, such as newcomers with limited assessment knowledge in the field, and the knowledge assessors need to possess (Stiggins, Phi Delta Kappa 72:534-539, 1991) directs an ongoing discussion on assessment literacy. The 1990 Standards for Teacher Competence in Educational Assessment of Students (AFT, NCME, & NEA, Educational Measurement: Issues and Practice 9:30-32, 1990) made a considerable contribution to this field of study. Following these Standards, a substantial number of for and against studies have been published on the knowledge base and skills for assessment literacy, assessment goals, the stakeholders, formative assessment and accountability contexts, and measures examining teacher assessment literacy levels. This paper elaborates on the nature of the language assessment literacy, its conceptual framework, the related studies on assessment literacy, and various components of teacher assessment literacy and their interrelationships. The discussions, which focus on what language teachers and testers need to learn, unlearn, and relearn, should develop a deep understanding of the work of teachers, teacher trainers, professional developers, stakeholders, teacher educators, and educational policymakers. Further, the outcome of the present paper can provide more venues for further research.
Highlights
The 1990 Standards for Teacher Competence in Educational Assessment of Students (AFT, NCME, & NEA, 1990) made a considerable contribution to this field. Following these Standards, a substantial amount of for and against research has been published on the knowledge base and skills for assessment literacy, assessment goals, the stakeholders, formative assessment and accountability contexts, and measures examining teacher assessment literacy levels
To sum up, the studies reviewed on assessment literacy clarify the fact that language assessment literacy is a multi-faceted concept and that defining it presents a major challenge
The studies reviewed on assessment literacy indicate that teachers need assessment knowledge
Summary
The traditional thought of literacy or illiteracy as the ability or inability respectively to read and write has begun to take on a new functional aspect. The majority of studies are related to assessment education for both pre- and inservice teachers, teachers’ training needs, conceptions of assessment, and efficacy (Brown, 2008; DeLuca & Lam, 2014; Gunn & Gilmore, 2014; Hill et al, 2014; LevyVered & Alhija, 2015; Quilter & Gallini, 2000; Smith & Galvin, 2014; Smith, Hill, Cowie, & Gilmore, 2014) With this training-supportive perspective, the first focus was on the quality of assessment courses (Greenberg & Walsh, 2012), course content (Brookhart, 1999; Popham, 2011; Schafer, 1991), assessment characteristic factors (e.g., instructors, content, students, and alignment with professional standards) (Brown & Bailey, 2008; DeLuca & Bellara, 2013; Jeong, 2013; Jin, 2010), and pedagogies that reflect knowledge about assessment (DeLuca, Chavez, Bellara, & Cao, 2013). O’Loughlin suggested information sessions and online tutorials for learning about the IELTS test
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