Language Assessment Literacy in Second Spoken Language Assessment Contexts

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.

The Handbook of Language Assessment Across Modalities

2021 ◽  
Keyword(s):  
Second Language ◽  
Language Assessment ◽  
Spoken Language ◽  
Assessment Literacy ◽  
Signed Language ◽  
Key Issues ◽  
Relevant Field ◽  
The Common ◽  
New Perspective ◽  
First Time

In Language Assessment Across Modalities: Paired-Papers on Signed and Spoken Language Assessment, volume editors Tobias Haug, Wolfgang Mann, and Ute Knoch bring together—for the first time—researchers, clinicians, and practitioners from two different fields: signed language and spoken language. The volume examines theoretical and practical issues related to 12 topics ranging from test development and language assessment of bi-/multilingual learners to construct issues of second-language assessment (including the Common European Framework of Reference [CEFR]) and language assessment literacy in second-language assessment contexts. Each topic is addressed separately for spoken and signed language by experts from the relevant field. This is followed by a joint discussion in which the chapter authors highlight key issues in each field and their possible implications for the other field. What makes this volume unique is that it is the first of its kind to bring experts from signed and spoken language assessment to the same table. The dialogues that result from this collaboration not only help to establish a shared appreciation and understanding of challenges experienced in the new field of signed language assessment but also breathes new life into and provides a new perspective on some of the issues that have occupied the field of spoken language assessment for decades. It is hoped that this will open the door to new and exciting cross-disciplinary collaborations.

scholarly journals Assessing Assessment Literacy and Practices among Lecturers

Pedagogika ◽  
2016 ◽  
Vol 124 (4) ◽  
pp. 232-248 ◽  
Author(s):  
Seyed Ali Rezvani Kalajahi ◽  
Ain Nadzimah Abdullah
Keyword(s):  
Content Knowledge ◽  
Teaching And Learning ◽  
Public University ◽  
Learning Processes ◽  
Report Cards ◽  
Assessment Literacy ◽  
Assessment Practices ◽  
Survey Questionnaire ◽  
Accountability Systems ◽  
Knowledge And Skills

Accountability systems are important for higher education and are often linked to the credibility of assessment literacy of lecturers. Lecturers are responsible for ‘report cards’ that act as benchmarks of student learning processes and outcomes. Therefore, assessment literacy of lecturers is of prior importance as institutions rely on lecturers to assess students’ content knowledge and skills. The question that arises is whether lecturers have been provided sufficient and appropriate knowledge of assessment methods or whether assessment has been left much to the idiosyncrasies of the lecturers. This study seeks to establish the level of assessment literacy among lecturers and investigate common assessment practices. The methodology involves a survey questionnaire administered to 65 lecturers from different disciplines at a Malaysian public university. Findings show that the state of assessment literacy among lecturers is not at a satisfactory level and that lecturers may have not gone through sufficient assessment training to discharge an important part of their professional responsibility in the context of teaching and learning.

Discussion of Issues Related to Language Assessment Literacy in Second Signed and Spoken Languages

2021 ◽  
pp. 395-400
Author(s):  
Eveline Boers-Visker ◽  
Kathrin Eberharter ◽  
Annemiek Hammer ◽  
Luke Harding ◽  
Benjamin Kremmel
Keyword(s):  
Language Assessment ◽  
Spoken Language ◽  
The Other ◽  
Core Area ◽  
Assessment Literacy ◽  
Collaborative Process ◽  
Signed Languages ◽  
Recent Scholarship ◽  
New Development ◽  
Considerable Body

This chapter is a joint discussion of key items related to language assessment literacy related to signed and spoken language assessment that were discussed in Chapters 11.1 and 11.2, and the implications that these issues might have on the other field. It is clear that language assessment literacy (LAL) in the context of signed languages—(S)LAL by the authors—is still in a very nascent form. Although in the field of spoken language assessment there is a tendency to discuss LAL as being a “new” development and recent scholarship suggests that issues and constructs remain undertheorized, there is a considerable body of literature on LAL oriented toward spoken language (as surveyed in the Chapter 11.1), to the extent that LAL is now a core area of research and scholarship in the field. This is in sharp contrast with the paucity addressing LAL in the context of signed languages. This chapter is the result of a collaborative process during which the two sets of authors read each other’s chapters and responded to a set of guided questions. The result is the synthesis of this dialogic process.

scholarly journals The Evolving Concept of (Language) Assessment Literacy. Implications for Teacher Education

2021 ◽  
Vol 3 (1) ◽  
pp. 120-130
Author(s):  
Ildikó Csépes
Keyword(s):  
Teacher Education ◽  
Large Scale ◽  
Classroom Assessment ◽  
Language Assessment ◽  
Language Teachers ◽  
Assessment Literacy ◽  
Assessment Practices ◽  
Research Findings ◽  
Assessment Decisions ◽  
Context Specific

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.

scholarly journals Finnish Upper Secondary School Students’ Perceptions of Their Teachers’ Assessment Practices

2020 ◽  
Vol 13 (2) ◽  
pp. 23-42
Author(s):  
Toni Mäkipää ◽  
Najat Ouakrim-Soivio
Keyword(s):  
Secondary School ◽  
Assessment Literacy ◽  
Assessment Practices ◽  
Upper Secondary School ◽  
School Students ◽  
Web Based ◽  
Traditional Assessment ◽  
Upper Secondary ◽  
Upper Secondary Schools

The paper addresses Finnish students’ perceptions of assessment practices in upper secondary school. We study what experiences students have about assessment, and how they assess their ability to use and understand teachers’ feedback. The data were gathered on a web-based questionnaire to 918 students in four upper secondary schools. The questionnaire contained both closed-ended and open-ended questions. According to students’ responses, most students consider that they are able to use and understand their teachers’ feedback, and that teachers are prone to apply traditional assessment methods. The results pave the way for enhancing versatility in assessment practices. At the end of this paper, we will discuss the important role of assessment in teaching and how teachers’ assessment literacy could be enhanced and made more visible. We also ponder whether alongside teachers’ assessment literacy we should also consider students’ assessment literacy.

Discussion of Validation Issues in Signed and Spoken Assessments for Adult L2 Learners

2021 ◽  
pp. 295-298
Author(s):  
Carol A. Chapelle ◽  
Peter C. Hauser ◽  
Hye-won Lee ◽  
Christian Rathmann ◽  
Krister Schönström
Keyword(s):  
Second Language ◽  
Test Development ◽  
Language Assessment ◽  
Spoken Language ◽  
Functional Communication ◽  
Validity Argument ◽  
Signed Language ◽  
L2 Learners ◽  
Test Use

The use of argument-based validity as a framework for discussion of validity issues in spoken and signed second language (L2) assessment reveals many areas of commonality. Common areas include the role of systematic test development practices in the validity argument, the complexity of rating issues, the need to define and assess a construct of functional communication of meaning, and the centrality of test use in the validity argument. Examining these areas of commonality in this chapter reveals the fundamental similarities in the basic validity issues faced in spoken and signed language assessment. This chapter is a joint discussion of key items related to validation issues related to signed and spoken language assessment that were discussed in Chapters 8.1 and 8.2.

Discussion of Issues Related to Assessment Constructs in Spoken and Signed Languages

2021 ◽  
pp. 261-270
Author(s):  
Susy Macqueen ◽  
Tobias Haug
Keyword(s):  
Developmental Trajectories ◽  
Language Assessment ◽  
Spoken Language ◽  
Theory And Practice ◽  
Assessment Practices ◽  
Language Abilities ◽  
Significant Challenge ◽  
Signed Languages ◽  
Signed Language ◽  
Language Assessments

Thinking about what is assessed—the construct—in any language assessment raises questions about the nature of language use, the nature of developmental trajectories, and whose language patterns determine what is ‘standard’. The assessment of signed languages draws attention to assessment practices and understandings that are entrenched, for better or worse, in the assessment of spoken languages. Spoken language assessments of standardized varieties tend to value the written sentence as an ideal unit, a legacy of standardization. Signed language assessments, on the other hand, may be emerging alongside processes of standardization. Capturing semiotic complexity in the construct remains a significant challenge for both signed and spoken language assessments, despite the development of corpora which exemplify it. This chapter discusses these theoretical, ideological, and practical challenges for assessing signed and spoken language abilities. It brings together key ideas from chapters Chapters 7.1 and 7.2 and offers future directions in the development of theory and practice in signed and spoken language assessments.

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

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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