Published

2021-07-19

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

La literacidad en evaluación de lenguas y el desarrollo profesional docente: una revisión de la literatura

Keywords:

language assessment, language assessment literacy, language testing, professional development programs, teacher professional development (en)
desarrollo profesional docente, evaluación de lenguas, literacidad en evaluación de lenguas, programas de estudio profesional (es)

Downloads

Authors

In this literature review, I analyze the features and impacts of 14 programs which promoted teachers’ language assessment literacy. I used content analysis to build a coding scheme with data-driven and concept-driven categories to synthesize and then analyze trends in the 14 research studies. Regarding core features, findings suggest that the programs were geared towards practical tasks in which teachers used theory critically. Also, the studies show that teachers expanded their conception of language assessment, became aware of how to design professional instruments, and considered wider constructs for assessment. Based on these findings, I include implications for the construct of language assessment literacy and recommendations for those who educate language teachers.

En esta revisión literaria, analizo las características e impactos de catorce programas para literacidad en evaluación de lenguas de docentes de idiomas. A través del análisis de contenidos, diseñé un esquema de códigos con categorías basadas en datos y conceptos para examinar tendencias en los catorce estudios. Los hallazgos sugieren que los programas se basaron mayormente en actividades prácticas para que los docentes usasen la teoría de manera crítica. Los estudios indican que los docentes ampliaron su concepción sobre evaluación de lenguas, se hicieron conscientes de cómo diseñar instrumentos de manera profesional y expandieron los constructos de evaluación. Desde estos hallazgos, discuto unas implicaciones sobre la literacidad en evaluación de lenguas y unas recomendaciones para la formación de docentes.

Downloads

Download data is not yet available.

References

Arias, C. I., Maturana, L. M., & Restrepo, M. I. (2012). Evaluación de los aprendizajes en lenguas extranjeras: hacia prácticas justas y democráticas [Assessment in foreign language learning: Towards fair and democratic practices]. Lenguaje, 40(1), 99–126. https://doi.org/10.25100/lenguaje.v40i1.4945

Babaii, E., & Asadnia, F. (2019). A long walk to language assessment literacy: EFL teachers’ reflection on language assessment research and practice. Reflective Practice: International and Multidisciplinary Perspectives, 20(6), 745–760. https://doi.org/10.1080/14623943.2019.1688779

Baker, B. A., & Riches, C. (2017). The development of EFL examinations in Haiti: Collaboration and language assessment literacy development. Language Testing, 35(4), 557–581. https://doi.org/10.1177/0265532217716732

Berry, V., Sheehan, S., & Munro, S. (2019). What does language assessment literacy mean to teachers? ELT Journal, 73(2), 113–123. https://doi.org/10.1093/elt/ccy055

Boyd, E., & Donnarumma, D. (2018). Assessment literacy for teachers: A pilot study investigating the challenges, benefits and impact of assessment literacy training. In D. Xerri & P. Vella Briffa (Eds.), Teacher involvement in high-stakes language testing (pp. 105–126). Springer. https://doi.org/10.1007/978-3-319-77177-9_7

Boyles, P. (2005). Assessment literacy. In M. H. Rosenbusch (Ed.), New visions in action: National assessment summit papers (pp. 18–23). Iowa State University.

Brindley, G. (2001). Language assessment and professional development. In C. Elder, A. Brown, E. Grove, K. Hill, N. Iwashita, T. Lumley, T. McNamara, & K. O’Loughlin (Eds.), Experimenting with uncertainty: Essays in honour of Alan Davies (pp. 126–136). Cambridge University Press.

Coombe, C., Vafadar, H., & Mohebbi, H. (2020). Language assessment literacy: What do we need to learn, unlearn, and relearn? Language Testing in Asia, 10(3), 1–16. https://doi.org/10.1186/s40468-020-00101-6

Crusan, D., Plakans, L., & Gebril, A. (2016). Writing assessment literacy: Surveying second language teachers’ knowledge, beliefs, and practices. Assessing Writing, 28, 43–56. https://doi.org/10.1016/j.asw.2016.03.001

Davies, A. (2008). Textbook trends in teaching language testing. Language Testing, 25(3), 327–347. https://doi.org/10.1177/0265532208090156

Díaz-Larenas, C., Alarcón-Hernández, P., & Ortiz-Navarrete, M. (2012). El profesor de inglés: sus creencias sobre la evaluación de la lengua inglesa en los niveles primario, secundario y terciario [The English teacher: His/Her beliefs about English language assessment at primary, secondary and tertiary levels]. Íkala, Revista de Lenguaje y Cultura, 17(1), 15–26.

Fulcher, G. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly, 9(2), 113–132. https://doi.org/10.1080/15434303.2011.642041

Giraldo, F. (2018). Language assessment literacy: Implications for language teachers. Profile: Issues in Teachers’ Professional Development, 20(1), 179–195. https://doi.org/10.15446/profile.v20n1.62089

Giraldo, F. (2020). A post-positivist and interpretive approach to researching teachers’ language assessment literacy. Profile: Issues in Teachers’ Professional Development, 22(1), 189–200. https://doi.org/10.15446/profile.v22n1.78188

Giraldo, F. (2021). A reflection on initiatives for teachers’ professional development through language assessment literacy. Profile: Issues in Teachers’ Professional Development, 23(1), 197–213. https://doi.org/10.15446/profile.v23n1.83094

Giraldo, F., & Murcia, D. (2018). Language assessment literacy for pre-service teachers: Course expectations from different stakeholders. GIST: Education and Research Learning Journal, (16), 56–77. https://doi.org/10.26817/16925777.425

Giraldo, F., & Murcia, D. (2019). Language assessment literacy and the professional development of pre-service language teachers. Colombian Applied Linguistics Journal, 21(2), 243–259. https://doi.org/10.14483/22487085.14514

Hill, K. (2017). Understanding classroom-based assessment practices: A precondition for teacher assessment literacy. Papers in Language Testing and Assessment, 6(1), 1–17.

Hill, K., & McNamara, T. (2011). Developing a comprehensive, empirically based research framework for classroom-based assessment. Language Testing, 29(3), 395–420. https://doi.org/10.1177/0265532211428317

Inbar-Lourie, O. (2008). Constructing a language assessment knowledge base: A focus on language assessment courses. Language Testing, 25(3), 385–402 https://doi.org/10.1177/0265532208090158

Inbar-Lourie, O. (2012). Language assessment literacy. In C. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 2923–2931). John Wiley & Sons. https://doi.org/10.1002/9781405198431.wbeal0605

Inbar-Lourie, O. (2013a). Guest Editorial to the special issue on language assessment literacy. Language Testing, 30(3), 301–307. https://doi.org/10.1177/0265532213480126

Inbar-Lourie, O. (2013b, November). Language assessment literacy: What are the ingredients? [Paper presentation]. 4th CBLA SIG Symposium, University of Cyprus, Cyprus.

Inbar-Lourie, O. (2017). Language assessment literacy. In E. Shohamy, I. G. Or, & S. May (Eds.), Language testing and assessment: Encyclopedia of language and education (3rd ed., pp. 257–268). Springer. https://doi.org/10.1007/978-3-319-02261-1_19

Jaramillo-Delgado, J., & Gil-Bedoya, A. M. (2019). Pre-service English language teachers’ use of reflective journals in an assessment and testing course. Funlam Journal of Students’ Research, (4), 210–218. https://doi.org/10.21501/25007858.3010

Jeong, H. (2013). Defining assessment literacy: Is it different for language testers and non-language testers? Language Testing, 30(3), 345–362. https://doi.org/10.1177/0265532213480334

Kleinsasser, R. C. (2005). Transforming a postgraduate level assessment course: A second language teacher educator’s narrative. Prospect, 20(3), 77–102.

Koh, K., Burke, L., Luke, A., Gong, W., & Tan, C. (2018). Developing the assessment literacy of teachers in Chinese language classrooms: A focus on assessment task design. Language Teaching Research, 22(3), 264–288. https://doi.org/10.1177/1362168816684366

Kremmel, B., Eberharter, K., Holzknecht, F, & Konrad, E. (2018). Fostering language assessment literacy through teacher involvement in high-stakes test development. In D. Xerri & P. Vella Briffa (Eds.), Teacher involvement in high-stakes language testing (pp. 173–194). Springer. https://doi.org/10.1007/978-3-319-77177-9_10

Kremmel, B., & Harding, L. (2020). Towards a comprehensive, empirical model of language assessment literacy across stakeholder groups: Developing the language assessment literacy survey. Language Assessment Quarterly, 17(1), 100–120. https://doi.org/10.1080/15434303.2019.1674855

Lam, R. (2015). Language assessment training in Hong Kong: Implications for language assessment literacy. Language Testing, 32(2), 169–197. https://doi.org/10.1177/0265532214554321

Levi, T., & Inbar-Lourie, O. (2019). Assessment literacy or language assessment literacy: Learning from the teachers. Language Assessment Quarterly, 17(2), 168–182. https://doi.org/10.1080/15434303.2019.1692347

López-Mendoza, A. A., & Bernal-Arandia, R. (2009). Language testing in Colombia: A call for more teacher education and teacher training in language assessment. Profile: Issues in Teachers’ Professional Development, 11(2), 55–70.

Malone, M. E. (2017). Training in language assessment. In E. Shohamy, I. G. Or, & S. May (Eds.), Language testing and assessment: Encyclopedia of language and education (3rd ed., pp. 225–240). Springer. https://doi.org/10.1007/978-3-319-02261-1_16

Montee, M., Bach, A., Donovan, A., & Thompson, L. (2013). LCTL teachers’ assessment knowledge and practices: An exploratory study. Journal of the National Council of Less Commonly Taught Languages, 13, 1–31.

Nier, V. C., Donovan, A. E., & Malone, M. E. (2009). Increasing assessment literacy among LCTL instructors through blended learning. Journal of the National Council of Less Commonly Taught Languages, 7, 95–118.

O’Loughlin, K. (2006). Learning about second language assessment: Insights from a postgraduate student on-line subject forum. University of Sydney Papers in TESOL, 1, 71–85.

O’Loughlin, K. (2013). Developing the assessment literacy of university proficiency test users. Language Testing, 30(3), 363–380. https://doi.org/10.1177/0265532213480336

Pill, J., & Harding, L. (2013). Defining the language assessment literacy gap: Evidence from a parliamentary inquiry. Language Testing, 30(3), 381–402 https://doi.org/10.1177/0265532213480337

Restrepo-Bolívar, E. M. (2020). Monitoring preservice teachers’ language assessment literacy development through journal writing. Malaysian Journal of ELT Research, 17(1), 38–52.

Scarino, A. (2013). Language assessment literacy as self-awareness: Understanding the role of interpretation in assessment and in teacher learning. Language Testing, 30(3), 309–327. https://doi.org/10.1177/0265532213480128

Schreier, M. (2012). Qualitative content analysis in practice. Sage.

Stabler-Havener, M. L. (2018). Defining, conceptualizing, problematizing, and assessing language teacher assessment literacy. Working Papers in Applied Linguistics & TESOL, 18(1), 1–22.

Sultana, N. (2019). Language assessment literacy: An uncharted area for the English language teachers in Bangladesh. Language Testing in Asia, 9(1), 2–14. https://doi.org/10.1186/s40468-019-0077-8

Taylor, L. (2013). Communicating the theory, practice and principles of language testing to test stakeholders: Some reflections. Language Testing, 30(3), 403–412. https://doi.org/10.1177/0265532213480338

Tsagari, D., & Vogt, K. (2017). Assessment literacy of foreign language teachers around Europe: Research, challenges and future prospects. Papers in Language Testing and Assessment, 6(1), 41–63.

Vogt, K., & Tsagari, D. (2014). Assessment literacy of foreign language teachers: Findings of a European study. Language Assessment Quarterly, 11(4), 374–402. https://doi.org/10.1080/15434303.2014.960046

Vogt, K., Tsagari, D., & Spanoudis, G. (2020). What do teachers think they want? A comparative study of in-service language teachers’ beliefs on LAL training needs. Language Assessment Quarterly, 17(4), 386–409. https://doi.org/10.1080/15434303.2020.1781128

Walters, F. S. (2010). Cultivating assessment literacy: Standards evaluation through language-test specification reverse engineering. Language Assessment Quarterly, 7(4), 317–342. https://doi.org/10.1080/15434303.2010.516042

Yastıbaş, A., & Takkaç, M. (2018). Understanding language assessment literacy: Developing language assessments. Journal of Language and Linguistic Studies, 14(1), 178–193.