Assessment Literacy for the Language Classroom

By Glenn Fulcher. 2012

429 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/43009d969ed6f100c16d7d12053a4b847694471b

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Citations in the corpus

Language assessment literacy: what do we need to learn, unlearn, and relearn? (2020, background): “…researchers have emphasized assessment in training (Boyles, 2005), establishing a framework of core competencies of language assessment (Inbar-Lourie, 2008), developing language testing textbooks (Davies, 2008; Fulcher, 2012; Taylor, 2009), and developing online tutorial materials (Malone, 2013).”
Guest Editorial to the special issue on language assessment literacy (2013, background): “(Fulcher, 2012, p. 125) Pill and Harding (2013, p. 381), whose research considers the knowledge base of decision-makers removed from the testing community, offer an all-inclusive definition of assessment literacy in terms of the participants and their responsibilities.”
Assessment Literacy or Language Assessment Literacy: Learning from the Teachers (2020, background): “…the acquisition and development of meaningful language teaching-learning-assessment literacy requires complementary language assessment training which will offer profound engagement and dialogue with languagerelated matters, or what Fulcher (2012) refers to as “the practice of language testing”.”
Developing the assessment literacy of university proficiency test users (2013, background): “There is a growing literature on the education of language testers and, more recently, language teachers (Brindley, 2001; Brown & Bailey, 2008; Davies, 2008; Fulcher, 2012; Inbar-Lourie, 2008; Jin, 2010; Kleinsasser, 2005; Malone, 2008; O’Loughlin, 2006).”
Towards a Comprehensive, Empirical Model of Language Assessment Literacy across Stakeholder Groups: Developing the Language Assessment Literacy Survey (2019, methodology): “Underpinning this problem is that definitions of LAL – the nature and scope of the construct – have differed widely within the literature (e.g., Brindley, 2001; Davies, 2008; Fulcher, 2012; Inbar-Lourie, 2008; Pill & Harding, 2013), and have often not provided sufficient detail to enable a diagnosti”
Language assessment literacy: an uncharted area for the English language teachers in Bangladesh (2019, background): “However, any professional training should take into account the background and experiences of the teachers (Fulcher, 2012); this supports Scarino's (2013) argument that LAL should be construed within a teacher’s interpretative frameworks, that is, the teacher’s teaching context, social…”
Assessment Literacy of Foreign Language Teachers: Findings of a European Study (2014, background): “Fulcher (2012) defines teachers’ LTA literacy as: The knowledge, skills and abilities required to design, develop, maintain or evaluate, large-scale standardised and/or classroom based tests, familiarity with test processes, and awareness of principles and concepts that guide and underpin practice,…”
Language Assessment Literacy: Implications for Language Teachers (2018, methodology): “Thus, Scarino explains that, in the case of language teachers, the components of their lal influence each other, a notion briefly addressed by other authors (Fulcher, 2012; Taylor, 2009).”
Language assessment training in Hong Kong: Implications for language assessment literacy (2015, background): “Although there is no shortage of studies highlighting the importance of AL, research into LAL is still in its infancy (Fulcher, 2012, p. 117).”
The essentials of assessment literacy: Contrasts between testers and users (2013, background): “In addition to specific feedback on the perceived strengths of different language testing textbooks, Fulcher (2012) concluded that language teachers want a clear, practical text that includes relevant activities for language teachers who also fulfill the role of testers.”