Language assessment training in Hong Kong: Implications for language assessment literacy

By Ricky Lam. 2015

191 citations recorded by the source corpus.

Subfields: Education, Information Systems, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/1eacc72fb0e7e73d1cbbcc2ba71e679e818c6670

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Shidur Rahman
2. Nasreen Sultana
3. C. Coombe
4. H. Vafadar
5. H. Mohebbi
6. H. Mohajan

In Information Systems

1. Shidur Rahman
2. Nasreen Sultana

In Literature and Literary Theory

1. Shidur Rahman
2. Nasreen Sultana

Citations in the corpus

• Language assessment literacy: an uncharted area for the English language teachers in Bangladesh (2019, background): “In the last decade, some studies investigated various aspects of LAL, for example, how it is defined or conceptualized and how it can be developed further (Lam, 2015).”
• The Advantages and Disadvantages of Using Qualitative and Quantitative Approaches and Methods in Language “Testing and Assessment” Research: A Literature Review (2016, background): “Having studied the language testing assessment in Hong Kong qualitatively, Lam (2015) admitted that due to the small sample size the study results do not wish to claim wider generalization to other contexts.”
• Language assessment literacy: what do we need to learn, unlearn, and relearn? (2020, background): “…and qualification (Sato et al., 2008; Schafer & Lizzitz, 1987), mentors should attend to student teachers’ prior beliefs about assessment (Graham, 2005), and the instruction of content should be localized, subject-area specific that allow for teachers’ free choice (Lam, 2015; Leahy & Wiliam, 2012).”