A Reflection on Initiatives for Teachers’ Professional Development Through Language Assessment Literacy

Abstract

In this reflection article I examine language assessment literacy initiatives and their possible impact on teachers, and I discuss the connections that exist between language assessment literacy and teachers’ professional development. I explain that training for language assessment literacy may primarily foster teachers’ knowledge and skills and, secondarily, principles for language assessment (e.g., fairness). In conclusion, existing language assessment literacy initiatives, while limited in number, have the potential to advance teachers’ language assessment literacy overall and contribute to their professional development. Thus, this article may be useful to language teacher educators, particularly in the Colombian context.

Language Assessment Literacy and Teachers’ Professional Development: A Review of the Literature

“…The research has been robust and provided descriptions of what lal means for these stakeholders, and specifically what they need to improve in their lal-The research has suggested teachers want special attention to practical matters, for instance, design of assessment instruments (Fulcher, 2012;Vogt & Tsagari, 2014;Yastıbaş & Takkaç, 2018). Finally, other scholars have focused on reviewing resources for advancing teachers' lal (Davies, 2008;Giraldo, 2021;Inbar-Lourie, 2017;Malone, 2017). They have explained that textbooks have been a fundamental element to foster lal, but other initiatives exist as, for instance, open online resources (Giraldo, 2021;Malone, 2017).…”

“…Finally, other scholars have focused on reviewing resources for advancing teachers' lal (Davies, 2008;Giraldo, 2021;Inbar-Lourie, 2017;Malone, 2017). They have explained that textbooks have been a fundamental element to foster lal, but other initiatives exist as, for instance, open online resources (Giraldo, 2021;Malone, 2017). Additionally, the authors have explained that these materials remark theoretical and practical aspects and, more recently, the social and ethical dimensions of language testing (e.g., Davies, 2008).…”

Exploring tertiary EFL practitioners’ knowledge base component of assessment literacy: implications for teacher professional development

“…Teachers' assessment knowledge base is an integral component of their assessment literacy (Fulcher, 2012;Giraldo, 2021;Inbar-Lourie, 2008;Popham, 2009;Taylor, 2013). The participants' average performance on the Assessment Literacy Questionnaire suggests their limited assessment knowledge base.…”

“…The 'knowledge base' construct in language assessment literacy and related research Teachers' assessment knowledge base is a fundamental component of their assessment literacy (Giraldo, 2021;Inbar-Lourie, 2008;Popham, 2009). Since the publication of the 1990 Standards for Teacher Competence in Educational Assessment of Students (American Federation of Teachers, National Council on Measurement in Education, National Education Association, 1990) and the seminal publication of Black and Wiliam (1998), which led to the formation of the "Assessment Reform Group ( 2002)" based on constructivist assessment philosophy (Levi & Inbar-Lourie, 2020, p. 169), the scholarly work in many dimensions of the language assessment field has made a substantial progress.…”

Language Assessment Literacy: Insights for Educating English Language Teachers through Assessment

“…This construct refers to the different levels of knowledge, skills, and principles that stakeholders (teachers, students, administrators, language testers, teacher educators, and others) have or need to engage in the world of language testing. Davies' (2008) seminal paper suggested that LAL include these components, i.e., knowledge, skills, and principles, an overall conceptualization which is still used in the field (see Giraldo, 2021;and Bohn & Tsagari, 2021).…”