Linking Learners’ Perspectives on Language Assessment Practices to Teachers’ Assessment Literacy Enhancement (TALE): Insights from Four European Countries

Language teachers’ assessment knowledge and skills have received considerable attention from language assessment researchers over the past few decades (Davison & Leung, 2009; Hill & McNamara, 2012; Rea-Dickins, 2001; Taylor, 2013). This seems to be linked to the increased professionalism expected of them in classroom-based assessments. However, teachers seem to face a number of challenges, including how large-scale standardized language exams influence their classroom assessment practices. Teachers’ assessment literacy, therefore, needs to be examined in order to explain their assessment decisions. In this paper, we review the concept of (language) assessment literacy, how it has evolved and how it is conceptualized currently. Recent interpretations seem to reflect a multidimensional, dynamic and situated view of (language) assessment literacy. Implications for teacher education are also highlighted by presenting research findings from studies that explored teachers’ and teacher candidates’ assessment literacy in various educational contexts. As a result, we can identify some common patterns in classroom assessment practices as well as context-specific training needs. Finally, we make a recommendation for tackling some of the challenges language teachers are facing in relation to classroom-based assessment in the Hungarian context.

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Oral Language Assessment LITeracy: Choosing the Right Assessment in the Time of COVID

10.31234/osf.io/fn9j4 ◽

2020 ◽

Author(s):

Rihana Shiri Mason ◽

Lisa Fitton ◽

Ryan L. James ◽

Yaacov Petscher

Keyword(s):

Learning Environments ◽

Oral Language ◽

School Environment ◽

Language Assessment ◽

Assessment Literacy ◽

Assessment Practices ◽

The Novel ◽

Due Diligence ◽

Novel Coronavirus ◽

The Right

The novel coronavirus (COVID-19) has altered learning environments. These changes have shed light on several factors that make assessing oral language skill, a foundational component of reading development, even more challenging under current conditions. Oral language is the way that we communicate our thoughts and ideas. Three factors related to ways in which we can raise our oral language assessment LITeracy by considering children’s: 1) Language variation, 2) Individual differences, and 3) the Technological considerations of the school environment during the upcoming year are discussed. Taking account of these three factors is a first step in ensuring equitable assessment. In order to make strides in preventing inequitable assessment practices we provide general recommendations to help overcome the challenges faced in the current climate and future learning environments. Choosing the right oral language assessment means: 1) being inclusive of the language, dialect, and individual variation that is reflected in your classroom. 2) embracing all of the oral language 3) anticipating how the data from an assessment can be linked to instructional practice and 4) making time to do your due diligence.

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Language Assessment Literacy in Second Spoken Language Assessment Contexts

10.1093/oso/9780190885052.003.0032 ◽

2021 ◽

pp. 373-382

Author(s):

Luke Harding ◽

Benjamin Kremmel ◽

Kathrin Eberharter

Keyword(s):

Language Assessment ◽

Spoken Language ◽

Assessment Literacy ◽

Assessment Practices ◽

Specific Knowledge ◽

Future Directions ◽

Knowledge And Skills ◽

Critical Issues ◽

Assessment Research

This chapter provides an overview of language assessment literacy (LAL) as it relates to spoken language assessment. The chapter begins by charting developments in how LAL has been defined and conceptualized in language assessment research. Then, specific knowledge and skills related to the assessment of spoken language are discussed, organized according to the nine dimensions of LAL identified in Kremmel and Harding’s survey-based study. Critical issues are raised throughout with respect to the unique challenges involved in assessing spoken language in a fair, equitable, and inclusive manner. The authors conclude by pointing to future directions for LAL and highlight the increasingly important role of technology in language assessment practices.

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Exploiting CEFR descriptors in developing pre-service teachers’ language assessment literacy (Ukrainian context)

Kompetencje XXI wieku: certyfikacja biegłości językowej / Competences of the 21st century: Certification of language proficiency ◽

10.31338/uw.9788323546917.pp.231-243 ◽

2020 ◽

Author(s):

Olga Ukrayinska

Keyword(s):

Language Assessment ◽

Theoretical Background ◽

Foreign Languages ◽

Assessment Literacy ◽

Assessment Practices ◽

Initial Training

Teachers and researchers of foreign languages have been concerned about integrating CEFR descriptors into teaching and assessment practices for some time now. Due to its reference nature, the CEFR is open for interpretation and its use therefore requires initial training. Th e chapter presents the theoretical background to such training and sample activities used to help Ukrainian preservice FL teachers to operationalize the CEFR.

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A Training Project to Develop Teachers' Assessment Literacy

Handbook of Research on Assessment Literacy and Teacher-Made Testing in the Language Classroom - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-6986-2.ch004 ◽

2019 ◽

pp. 58-80 ◽

Cited By ~ 1

Author(s):

Jiyoon Lee

Keyword(s):

Language Assessment ◽

Assessment Literacy ◽

Assessment Practices ◽

High Stakes ◽

Training Project ◽

High Stakes Assessment ◽

Assessment Results ◽

Research Studies

While every stakeholder in education is concerned with assessment in one way or another, it is undeniable that the teachers play pivotal roles in assessment. Teachers are involved in developing and administering the classroom-based or high-stakes assessment, analyzing and using the assessment results for their instruction, and communicating the results with other stakeholders including students and parents. However, research studies documented that pre-service teachers do not receive enough education to develop their assessment literacy. This chapter described a pedagogical project that pre-service ESOL teachers engaged to improve their language assessment literacy (LAL). Based on the definitions of LAL discussed in the chapter and test-usefulness framework, the author developed a pedagogical project where pre-service ESOL teachers developed and critique their assessment practices.

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Assessing language learning in virtual exchange: suggestions from the field of language assessment

Journal of virtual exchange ◽

10.21827/jve.4.36087 ◽

2021 ◽

Vol 4 ◽

pp. 33-49

Author(s):

Jiyoon Lee ◽

Shannon Sauro

Keyword(s):

Language Learning ◽

Learning Outcomes ◽

Language Use ◽

Language Assessment ◽

Assessment Tools ◽

Self Report ◽

Assessment Literacy ◽

Assessment Practices ◽

Language Competence ◽

Do So

This goal of this paper is to enhance VE practitioners’ language assessment literacy. To do so, it begins with an overview of assessment practices commonly used in VE for evaluating the complex and multifaceted nature of language competence. These include the following: (1) approaches that evaluate change in learners’ language use over time, (2) approaches that employ pre- and posttest to evaluate learning outcomes, and (3) approaches that rely on student self-report or self-documentation of learning. Based on this overview, we then look to the field of language assessment for guidelines on the selection and use of classroom-based and standardized assessment tools and practices. Using an existing VE practice scenario, the authors provide an example of language assessment selection and development.

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Language Assessment Practices and Beliefs: Implications for Language Assessment Literacy

HOW ◽

10.19183/how.26.1.481 ◽

2019 ◽

Vol 26 (1) ◽

pp. 35-61 ◽

Cited By ~ 4

Author(s):

Frank Giraldo

Keyword(s):

Language Assessment ◽

Assessment Literacy ◽

Assessment Practices

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The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

Perspectives on School-Based Issues ◽

10.1044/sbi14.4.95 ◽

2013 ◽

Vol 14 (4) ◽

pp. 95-101 ◽

Cited By ~ 2

Author(s):

Robert Kraemer ◽

Allison Coltisor ◽

Meesha Kalra ◽

Megan Martinez ◽

Bailey Savage ◽

...

Keyword(s):

Language Learning ◽

Language Impairment ◽

Specific Language Impairment ◽

English Language ◽

Language Assessment ◽

The United States ◽

English Language Learning ◽

Assessment Practices ◽

Evidence Based ◽

English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

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