Fostering Language Assessment Literacy Through Teacher Involvement in High-Stakes Test Development

Kremmel, Benjamin; Eberharter, Kathrin; Holzknecht, Franz; Konrad, Eva

doi:10.1007/978-3-319-77177-9_10

Cited by 20 publications

(35 citation statements)

References 14 publications

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“…Several commonalities may be discerned in the studies below. Except for Giraldo and Murcia (2019), the professional development initiatives did not last long periods of time but a week (for example, Baker & Riches, 2017) or three weeks (Kremmel et al, 2018), or even a few hours (Boyd & Donnarumma, 2018). The reason for this can be traced to a second commonality: All studies, except Giraldo and Murcia, involved in-service teachers who were not taking official courses and naturally were doing their in-service work.…”

Section: Professional Development Programs For Lalmentioning

confidence: 99%

“…This does not mean these programs do not align with professional development principles at all. For example, Kremmel et al (2018) had teachers carefully analyze and improve test items and tasks, which required consistent reflection. Additionally, these programs respected teachers' voices to analyze language assessment issues (Boyd & Donnarumma, 2018;Nier et al 2009;Walters, 2010): Teachers had the chance to criticize policies for language learning, increased their awareness of language assessment, and reflected on how language assessment impacts students.…”

Section: Professional Development Programs For Lalmentioning

confidence: 99%

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

Giraldo

2021

Profile: Issues Teach. Prof. Dev.

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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.

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Section: Professional Development Programs For Lalmentioning

confidence: 99%

Section: Professional Development Programs For Lalmentioning

confidence: 99%

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

Giraldo

2021

Profile: Issues Teach. Prof. Dev.

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“…In the case of language teachers, LAL research has had two related foci. First, there has been a predominantly diagnostic approach to LAL among teachers, with studies reporting that these stakeholders need to improve their LAL skills across the board (Fulcher 2012;Vogt & Tsagari, 2014), though with a special desire to design language assessments (Kremmel et al, 2017;Yan et al, 2017). Second, LAL research with classroom teachers has targeted their beliefs and practices (Giraldo, 2018b;López & Bernal, 2009;McNamara & Hill, 2011;Tsagari & Vogt, 2017).…”

Section: Research and Conceptual Insights On Language Assessment Litementioning

confidence: 99%

“…Given this background, the notion of Language Assessment Literacy (LAL), which refers to knowledge, skills and principles for the enterprise of language assessment (Davies, 2008;Fulcher, 2012), has become an all-encompassing theoretical framework to research, with special focus being drawn to in-service language teachers. In fact, our literature review reveals that studies on in-service teachers' LAL predominate this field of research (Arias & Maturana, 2005;Kremmel et al, 2017;López & Bernal, 2009;Sellan, 2017;Xun & Brown, 2017). Research has shown that, in general, inservice language teachers do need to improve their knowledge-particularly their design skills-in language assessment.…”

Section: Introductionmentioning

confidence: 97%

Language Assessment Literacy and the Professional Development of Pre-Service Language Teachers

Giraldo

Murcia

2019

Colomb. appl. linguist. j

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Language Assessment Literacy (LAL) research has focused on defining the knowledge, skills, and principles that the stakeholders involved in language assessment activities are required to master. However, there is scarce research on the relationship between LAL and the professional development of language teachers. Therefore, this exploratory action research study examined the impact of a language assessment course on pre-service teachers in a Colombian language teaching programme. Data were collected through questionnaires, interviews, teacher and researcher journals and class observations. The findings show that the course promoted theoretical, technical and operational dimensions in the language assessment design practices of the participants. In addition, it enhanced their LAL and professional development. Consequently, this study contends that the LAL course changed language assessment perceptions radically and encouraged pre-service teachers to design assessments conscientiously, a feature not explicitly stated in LAL research involving this group of stakeholders elsewhere.

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“…23 For further requirements of classroom-based exams, FL teachers can refer to specific guidelines (see BMBF, 2013). In the wake of these developments, assessment literacy and washback phenomena are gaining space in the Austrian research context (Hinger, 2016a;Frötscher, 2016Frötscher, , 2018Kremmel et al, 2018).…”

Section: Testing and Assessingmentioning

confidence: 99%

Research in language teaching and learning in Austria (2011–2017)

2019

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This overview of seven years of research on language learning and teaching in Austria reflects a period of steady growth for the language teaching and learning research community, a development due to a national policy agenda aiming for a stronger research base in teacher education. The target languages of the teaching and learning processes investigated are primarily German, English, French, Italian, Spanish as well as several Slavic languages, reflecting the geographical, sociolinguistic and language policy situation of this increasingly multilingual country. This multilingualism means there are clearly many more first languages (L1s) than only German involved in the learning situations investigated. While all the studies reviewed here illustrate research driven by a combination of local and global concerns in connection with different theoretical frameworks, some specific clusters of research interest emerge. These are: societal and individual multilingualism, language education policy, language teacher education, language(s) in other subjects, early language learning, language acquisition and learning, literature and culture, testing and standardisation, digital media, and teaching materials.

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Fostering Language Assessment Literacy Through Teacher Involvement in High-Stakes Test Development

Cited by 20 publications

References 14 publications

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

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

Language Assessment Literacy and the Professional Development of Pre-Service Language Teachers

Research in language teaching and learning in Austria (2011–2017)

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