Language Assessment Literacy Research Articles

Developing EFL Teachers’ Language Assessment Literacy: A Systematic Literature Review on Teacher Training Programs

Developing EFL Teachers’ Language Assessment Literacy: A Systematic Literature Review on Teacher Training Programs

The Conceptualization of Language Assessment Literacy by Pre-service EFL Teachers in China

The Conceptualization of Language Assessment Literacy by Pre-service EFL Teachers in China

Refining the Assessment Literacy Competence among K12 EFL Teachers

Language assessment literacy as a relatively new term denotes teachers’ understanding of the assessment construct both theoretically and practically. Given the importance of assessment in the teaching and learning process, the main purpose of the current study is to investigate the general and skill-based language assessment literacy levels of EFL teachers working at K12 schools in Türkiye and to analyse their needs both in pre-service and in-service years. Considering the purpose of the study, a mixed-method research design was employed. At the initial phase of the study, the quantitative data were collected by means of the Language Assessment Knowledge Scale (LAKS), and 272 EFL teachers working at K12 schools in Türkiye participated. Descriptive and inferential analyses were run, and results showed that the participants’ mean score in LAKS was 31.59 out of 60. The participants demonstrated the highest level of knowledge in assessing reading, while assessing listening was identified as the area where teachers had the least expertise. In the second phase, semi-structured interviews were conducted with volunteers to learn more about the teachers’ opinions on language assessment knowledge and their needs. Qualitative findings complemented the findings from the questionnaire by revealing details about the reasons of the participants’ scores in LAK scale.

Writing assessment literacy and its impact on the learning of writing: A netnography focusing on Duolingo English Test examinees

Language assessment literacy has emerged as an important area of research within the field of language testing and assessment, garnering increasing scholarly attention. However, the existing literature on language assessment literacy primarily focuses on teachers and administrators, while students, who sit at the heart of any assessment, are somewhat neglected. Consequently, our understanding of student language assessment literacy and its impact on learning remains limited. Moreover, previous language assessment literacy research has been predominantly situated in classroom assessment contexts, and relatively little scholarly attention has been directed to large-scale testing contexts. To address these gaps, this study investigated the role of language assessment literacy in students’ learning for the writing section of the Duolingo English Test (DET) through a netnographic approach. Twenty-three online videos posted by test takers were analyzed with reference to the existing conceptualizations to examine learners’ language assessment literacy of the DET writing section. Highlighting learners’ voices, we propose a new model relating writing assessment literacy to learning which has the potential to develop the learner-centered approach in language assessment literacy research. It elucidates the internal relationships among different dimensions of students’ language assessment literacy and their impacts on the learning of writing. We, therefore, discussed the findings of this study to argue for the importance of the transparency of assessment and the opportunities to learn provided by large-scale assessments, and to call for teachers' attention to students' language assessment literacy and understanding of the writing construct.

Exploring Chinese university English teachers’ language assessment literacy: a mixed-method study

ABSTRACT As the development of language assessment literacy (LAL) has grown to be a highly regarded and much-researched field of teacher professional education in recent decades, this study seeks to investigate the needs of in-service university English teachers for LAL development, teachers’ current level of LAL as well as factors that facilitate or impede teachers’ development of LAL. The primary aim of the study is to identify areas in which teachers require further knowledge and training in language assessment and to devise effective strategies for enhancing their language assessment competency. By running Principal Component Analysis, four dimensions were identified: assessment in language pedagogy; technical skills; language assessment for learning; and assessment principles and concepts. 871 in-service English university teachers participated in the survey. Descriptive analysis was employed to compare teachers’ assessment knowledge with their actual practice. Moreover, Chi-square test was used to examine the correlation between teacher backgrounds and their development of LAL. Results indicated that the disparities in LAL development needs between different teacher cohorts gradually diminished as teachers gained teaching experience. Teachers demonstrated their confidence in the understanding of LAL, but there was still a need to enhance their knowledge of assessment principles and concepts, as well as psychometric analysis of language assessment.

The Role of China’s Standards of English Language Ability (CSE) Assessment Literacy in Promoting Teachers’ Language Assessment Literacy Profiles: Evidence from Chinese University EFL Teachers

AbstractReleased in 2018, China’s Standards of English Language Ability (CSE) set a benchmark for language education and assessment in China, integrating with international standards. This study investigates whether CSE assessment literacy (understanding and applying CSE standards in assessment practice) enhances Language Assessment Literacy (LAL) among 233 university EFL teachers in China. Using a self-designed questionnaire assessing current LAL and CSE assessment literacy, the findings indicate that the teachers’ self-assessed LAL, classified into high, moderate, and low LAL profiles, was generally unsatisfactory. Awareness of the principles was highest in teachers with a moderate LAL profile and was minimal in teachers with a low profile. Proficiency in “CSE Background,” “Competence Classification,” and “Table Scales” was closely linked to elevated LAL profiles. Specifically, “CSE Background” improved LAL across low and moderate profiles, while “Competence Classification” and “Table Scales” mainly benefited the moderate profile, informing effective LAL and CSE training strategies.

Exploring language assessment literacy: A case of perceived needs of two stakeholder groups in Egypt

AbstractStakeholders in exam‐driven countries are responsible for developing test‐related tasks to assess the quality of English as a Foreign Language (EFL) teaching and learning. Hence, the language assessment literacy (LAL) of different stakeholders has to be investigated. This mixed‐methods study explored the required LAL competencies among two groups of Egyptian EFL supervisors and teachers and examined the impact of participants' demographic profiles on choosing LAL competencies. The groups prioritized their needs for assessment in language pedagogy. While supervisors were highly demanded to develop and administer language assessments, teachers were highly interested in developing their skills at assessment scoring and rating. Teachers' selection of LAL competencies was influenced by age, educational degree and professional training; whereas supervisors' LAL was impacted by experience and educational degree. The findings of interviews shed light on participants' perceived needs for LAL knowledge and skills, the challenges of achieving LAL, and ways for improvement.

Perceived need for a teacher education course on assessment literacy development: insights from EAP instructors

Classroom assessment, as a crucial element of the teaching journey, plays a significant part in enhancing student achievement, student learning, and teacher instruction. As such, teachers should possess a good grasp of assessment literacy. This study aimed to explore the EAP teachers’ perceptions regarding the demand for in-service training in various areas of language assessment, in particular, examining how a language testing and assessment (LTA) teacher education course would impact the EAP instructors’ Language Assessment Literacy (LAL). In this qualitative study, pursuing a descriptive narrative design, 60 EAP instructors were selected through purposive sampling from those who have been working in state universities in Tehran. From these participants, 30 EAP teachers were asked to write narratives regarding their needs for training on LAL, and the other 30 participants were involved in an online semi-structured interview to determine how such a course could promote or inhibit their perceptions and practices of LA and LAL. Using MAXQDA to do content and thematic analysis, the research findings revealed that EAP instructors highly perceived a need for further training especially a practice-based one. In particular, the instructors thought of teacher education courses as contributing to their theoretical and practical knowledge of LAL. Hence, teacher education courses with a specific focus on LAL are highly required, changing EAP teachers’ perspectives on LTA, from being taught solely in theory to being taught practically in real classroom environments.

Malaysian ESL Teachers’ Language Assessment Literacy Issues in Implementing CEFR-Aligned Classroom-Based Assessment: How to Deal with Them?

Malaysian ESL Teachers’ Language Assessment Literacy Issues in Implementing CEFR-Aligned Classroom-Based Assessment: How to Deal with Them?

Language assessment literacy

Numerous references to ‘new’ literacies have been added to the discourse of various academic and public domains, resulting in a multiplication of literacies. Among them is the term ‘language assessment literacy’ (LAL), which has been used as a subset of Assessment Literacy (AL) (Gan & Lam, 2022) in the field of language testing and assessment and has not been uncontested. LAL refers to the skills, knowledge, methods, techniques and principles needed by various stakeholders in language assessment to design and carry out effective assessment tasks and to make informed decisions based on assessment data (e.g., Fulcher, 2012*; Inbar-Lourie, 2008*[1]; 2013; Taylor, 2009*, 2013*).

Fluency in Language Assessment Literacy: A Literature Review

Fluency in Language Assessment Literacy (LAL) is increasingly recognized as a crucial competency for language teachers and learners alike. This literature review explores the concept of Language Assessment Literacy, its theoretical underpinnings, and its implications for language teaching and learning. The review delves into the role of assessment literacy in language education, highlighting its impact on teaching practices, learning outcomes, and student motivation. Additionally, it examines strategies for developing and enhancing assessment literacy among language educators, including training programs and professional development initiatives. Furthermore, the review identifies current trends and future directions in language assessment literacy research, emphasizing the need for continued efforts to promote assessment literacy in language education practice and policy. Overall, this review underscores the importance of fluency in LAL and calls for concerted action to foster its development among language educators and learners.

Some Teaching Tips for Overcoming Challenges and conducting an Effective Online Assessment in Algerian Universities

In response to the corona virus COVID-19 pandemic, Algerian university rapidly moved from traditional to online assessment. Assessing EFL students in an online environment without preparation leads to several challenges for teachers and students. The lack or limited technical skills, slow and unreliable internet connectivity, teachers’ different levels in online language assessment literacy, differences in students’ levels in digital literacy, problems in grading and feedback, academic dishonesty and misconduct, are the main challenges. The objective of this research is to explore challenges hindering the process of online assessment at university, and providing suggestions and some teaching tips for the sake of overcoming these barriers and establishing effective online assessment. There is an urgent need to develop teachers’ online language assessment literacy. The attendance of specialized language assessment and testing conferences is beneficial for teachers. Developing students’ digital literacy is fundamental in enhancing online assessment. One of the basic roles attributed to the language teacher is raising students’ awareness of the unethical acts such as e cheating and plagiarism. Teachers need to receive in-service training focusing on online language assessment literacy. Online assessment in Algerian universities is still in its first steps, the above-mentioned challenges should be surmounted for the sake of putting remote assessment in its right path

LANGUAGE ASSESSMENT LITERACY: A SIGNIFICANT SYSTEMATIC REVIEW

The importance of Language Assessment Literacy (LAL) in education has received considerable attention in recent years due to its crucial impact on learning and teaching. This article seeks to synthesize existing knowledge, identify research gaps, and offer insights into the complex nature of LAL in educational environments. This study employed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) approach. A comprehensive collection of LAL studies was obtained by systematically searching academic databases, specifically Scopus and Web of Science (WoS). The review includes peer-reviewed studies from the social sciences, using a systematic search strategy to find relevant articles. Six main themes were identified in the synthesis of final findings from a review of key themes based on a sample size of 35. These themes are as follows: (1) LAL Components; (2) Teachers' LAL Levels; (3) Knowledge, Perceptions, and Practices of Language Assessment; (4) The Development of LAL Measures; (5) Professional Development and Training Needs in LAL; and (6) LAL Impacts. This literature review offers a comprehensive synthesis of current research on LAL, providing valuable insights for educators, researchers, and policymakers. The findings contribute to the ongoing discussion on effective language assessment practices in diverse educational settings, providing a basis for further exploration and development of LAL.

Investigating Skills-Based Language Assessment Literacy of EFL Teachers in Indonesia

As English as a Foreign Language (EFL) teachers, they must possess a sufficient understanding of assessment-related processes. Hence, it is critical to investigate the language assessment expertise possessed by language instructors as an initial measure towards developing language assessment literacy, to identify their proficiencies and limitations in the field of language assessment. To fill the gaps, this current study examines the level of language assessment knowledge among EFL teachers in higher education schools in Indonesia. This study employed the survey method and utilized 60 adopted items, consisting of four constructs. The study was conducted among a sample of 114 EFL teachers employed in both private and public schools in Indonesia. The statistical analysis indicated that, on average, the teachers’ level of language assessment knowledge is at a certain level. The findings of a one-sample t-test indicated a statistically significant difference between the scores obtained by teachers on the scale and half of the overall score. Additionally, the study revealed that the teachers demonstrated the highest level of expertise in evaluating reading skills, while their proficiency in assessing listening skills was comparatively lower. In conclusion, the current study provides several recommendations for both future research endeavors and policymakers in order to enhance the language assessment literacy of EFL instructors in evaluating individual language skills.
 Keywords: skills-based language assessment, language assessment literacy, EFL teachers

Teaching Practicum: Does It Impact to Pre-service EFL Teachers’ Language Assessment Literacy?

The current study aimed to dig into two issues on the development of language assessment literacy among pre-service EFL teachers after they accomplished a six-week teaching practicum. Forty-two (42) pre-service EFL teachers from the English department took part in this study on a voluntary basis. The participants consisted of sixth semester students who were enrolled in a 6-week teaching practicum program at state and private senior high schools in Semarang, Indonesia. By utilizing mixed-method design, this present study used a closed-questionnaire, focused-group interview, and semi-structured individual interview to collect the data. The findings of this study reveal that pre-service EFL teachers possess an insufficient level of language assessment literacy prior to their teaching practicum. Upon completion of their six-week teaching practicum, their language assessment literacy level is elevated to a moderate level. Additionally, this study emphasizes the significant impact of a six-week teaching practicum on the pre-service EFL teachers’ development of language assessment literacy. This includes enhancing their knowledge, skills, and fundamental principles in the field of language assessment. The teaching practicum bridges the gap between student teaching and full-fledged teacher certification by exposing pre-service EFL teachers to classroom management and allowing them to develop into their roles as teachers and assessors.

Exploring Listening Assessment in a Colombian EFL Context: A Case Study

Listening comprehension is a crucial skill in English as a Foreign Language education, yet listening assessment still needs to be explored. This study aims to understand how listening is assessed in a Colombian private language institution and its potential connection to students' underperformance in listening proficiency tests. We characterize the listening assessment used in B1-level classes through a descriptive case study. Utilizing a rubric, we analyzed fourteen listening tasks from various sources, including course materials and a mock PET exam. Our analysis had two primary objectives: (a) to uncover the rationale behind test design and its alignment with the curriculum, and (b) to evaluate the knowledge types targeted and the forms of listening assessment employed using categorization. Our findings reveal that despite the curriculum's holistic listening development goals, assessments predominantly focus on phonological knowledge through dictation tests, in which students primarily engage with audio media and recordings. These findings suggest a misalignment in the way listening is approached during the whole course, the examinations used to assess listening during the B1 level, and the use of an external standardized test as the exit exam. This study holds potential implications for curriculum alignment and the enhancement of language assessment literacy within our context, shedding light on potential factors contributing to students' underperformance in listening comprehension.

Synergies in Developing Pre-Service Teachers’ Language Assessment Literacy in Ukrainian Universities

Developing the language assessment literacy (LAL) of pre-service foreign language (FL) teachers is thought to be beneficial both to trainee teachers themselves and to their future students and schools. However, it also presents a number of challenges to teacher educators involved in training these cohorts. Ensuring that pre-service FL teachers are fully confident and competent in assessment requires the design of a preparation programme that is detailed and relevant to their needs. While Taylor has argued that different stakeholders have different language assessment literacy needs, there will also be different needs within groups according to their specific assessment responsibilities. Thus, for language educators, the needs of pre-service teachers are likely to be different from those of in-service classroom teachers, and this should be reflected in the content of their training. However, research has shown that across Europe, training practices vary considerably, often with no training provided in teacher training programmes at all. In this study, I address this issue through a discussion of current approaches to the pre-service development of language assessment literacy across Ukrainian universities. Due to the principle of organizing the learning process at Ukrainian tertiary institutions in blocks of disciplines of general and professional preparation and practical training, students acquire knowledge and develop skills in the field of assessment gradually, through studying various subjects, and not only within one course. This interaction of different subjects with each other and with school placements presents synergies that can enhance LAL, if the corresponding programme takes into account these connections. In order to have a full picture of Ukrainian pre-service teachers’ language assessment development, the current study presents a description of the training system and its LAL-related components retrieved from educational and professional training programmes and discipline curricula of the Ukrainian universities providing relevant preparation programmes. I provide a list of components and discuss didactic conditions that aid the acquisition of LAL by future teachers. I argue that these synergies in the Ukrainian system may provide a useful example of practice for other universities in the European context.

Language Assessment Literacy Development of a Novice University English Teacher in the Chinese Context

To date, most studies on language assessment literacy (LAL) have focused on how to improve language teachers’ LAL through external inputs (e.g. assessment training, courses), but much remains unknown with regard to how individual teachers develop their LAL over time in their teaching contexts. To fill this void, the current study explored the lived experience of a novice university English teacher's LAL development over an extended period in the Chinese context. It was found that the teacher witnessed her LAL development throughout one academic year. Specifically, she developed more conceptual knowledge of language assessment, became more aware of the importance of learning in relation to assessment, accessed more assessment skills and became more student centred in assessment practices. This improvement, following an individualised developmental trajectory in a bottom-up way, was mediated by contextual (e.g. institutional support), experiential (e.g. assessment training or learning) and personal (e.g. agency and reflection) factors, in all of which the teacher's self-agency contributed substantially to her LAL development. Based on the findings, implications for university English teachers’ professional development in language assessment have been provided.

Exploring language assessment literacy and needs of English teachers at senior high school level

ABSTRACT This study explored the language assessment literacy (LAL) level and language testing and assessment (LTA) needs of 57 English teachers at senior high school level in Taiwan. An LAL test, three quantitative questionnaires and a qualitative survey were administered, conveying the overall LAL level and LTA needs of the participants. The qualitative survey then elicited their perceptions of and perspectives on classroom-based assessments and national high-stakes tests with regard to a newly implemented national curriculum (i.e., 108-Curriculum). The results show that the teachers lack adequate LAL to varying degrees, depending on their demographic background. Additionally, the participants identified some assessment topics, from large standardized testing to applying test results. They also reported their greatest training needs: providing feedback, finding teaching content, and assessing integrated skills. The teachers’ qualitative accounts generated five themes, from education in testing and assessment as a useful tool to the gap between classroom-based assessments and the national tests. The results not only refine assessment modules in the teacher education programme but suggest a direction for the assessment training of English teachers. The study concludes by suggesting future LAL investigations in the English-teaching context of Taiwan or wider international communities.

Exploring second language students' language assessment literacy: impact on test anxiety and motivation.

This research aims to investigate the impact of students' language assessment literacy (LAL) on their cognition. The study specifically examines how different levels of LAL influence two critical factors: test anxiety and motivation to learn a second language. To achieve the research objectives, a questionnaire was administered to a sample of 415 university students in China. The questionnaire utilized a five-point Likert scale to assess students' levels of LAL, test anxiety, and motivation to learn a second language. Descriptive data were examined to reveal students' proficiency in LAL, along with their levels of test anxiety and motivation. Multilevel regression analyses were performed using Mplus to investigate whether students' LAL proficiency can predict their levels of test anxiety and motivation. The findings indicated that the participating students had a proficiency level of approximately 60% in the content of the LAL questionnaire. The analysis further revealed the relationships between specific dimensions of LAL and both test anxiety and second language motivation. The multilevel regression analysis suggested that theoretical knowledge about language and language learning, the understanding of the impact and social value of language assessments, and the uses of assessments to enhance learning, positively predicted students' extrinsic motivation. Furthermore, students' understanding of the uses of assessments to learn and their theoretical knowledge about language learning were identified as positive predictors of intrinsic motivation. Additionally, it was observed that students' LAL did not significantly predict test anxiety. These findings emphasize the significance of enhancing students' LAL due to the identified relationships between LAL dimensions and motivation to learn a second language. The study suggests pedagogical implications for improving LAL, with a focus on specific dimensions that positively impact students' motivation. The absence of a significant relationship between LAL dimensions and test anxiety prompts further exploration and consideration of additional factors influencing students' anxiety in language assessments.