DEVELOPING ASSESSMENT LITERACY

By L. Taylor. Annual Review of Applied Linguistics, 2009

236 citations recorded by the source corpus.

Language testing and assessment have moved center stage in recent years, whether for educational, employment, or sociopolitical reasons. More and more people are involved in developing tests and using test score outcomes, though often without a background or training in assessment to equip them adequately for this role. Simultaneously, increasing professionalization of the field has led to the generation of standards, ethical codes, and guidelines for good testing practice. Although these can help make assessment practices more transparent and accessible to a wider constituency, they also risk promoting a view of language testing as highly technical and specialized–best left to experts. These trends have implications for both policy and practice. This article reviews efforts to promote understanding of assessment within the field of applied linguistics and within education and society more broadly. The role of professional associations, academic institutions, and commercial organizations in developing assessment literacy is considered, as well as the contribution of published material and other types of training resources. This article reflects on how the international language testing community can encourage the sharing of the core knowledge, skills, and understanding that underpin good quality assessment as widely and accessibly for the benefit of all.

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

View Paper: https://www.semanticscholar.org/paper/63e7c397c8e5df30d0fd23ffc9c3ce3c36af23e3

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Citations in the corpus

Towards a Comprehensive, Empirical Model of Language Assessment Literacy across Stakeholder Groups: Developing the Language Assessment Literacy Survey (2019, background): “This was noted by Taylor (2009), who identified that LAL is needed for a wide range of social actors: … personnel in both existing and newly established and emerging national examination boards, academics and students engaged in language testing research, language teachers or instructors, advisors…”
Developing the assessment literacy of university proficiency test users (2013, background): “Within such an admissions culture the term “test wiseness,” as redeployed by Taylor (2009), could be taken to mean the understandings that university staff need to acquire to promote and/or uphold valid and ethical test use as well as positive test impact.”
Assessment Literacy for the Language Classroom (2012, background): “Taylor (2009) included university admissions officers, policymakers and government departments, in addition to those professionally engaged with testing and assessment, and teachers.”
Language assessment literacy: an uncharted area for the English language teachers in Bangladesh (2019, background): “For this article, LAL is defined as the familiarity of language teachers with the basic ideas of testing, the ability to apply those ideas in classroom instruction, and the capacity to perform language assessment-related tasks (Inbar-Lourie, 2008; Melone, 2013; Taylor, 2009).”
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).”
Language assessment training in Hong Kong: Implications for language assessment literacy (2015, background): “…have university-based instructors receive professional development concerning how to present up-to-date assessment theories, practices, and principles to their students via seminars, conferences, text-based materials, and on-the-job training workshops provided by their universities (Taylor, 2009).”
Language Assessment Literacy: Implications for Language Teachers (2018, methodology): “LAL and Different Stakeholders Taylor (2009) contends that given the impact assessment can have other people besides teachers should possess knowledge of language assessment.”
Assessment Literacy of Foreign Language Teachers: Findings of a European Study (2014, background): “Motivated by the UK initiative “Assessment for Learning” (Black & Wiliam, 1998), teachers’ assessment literacy has become the topic of discussion and research in the field of LTA (Hasselgreen, 2008; Kaftandjieva, 2008; Reckase, 2008; Taylor, 2009; Walters, 2010; Yin, 2010).”
The essentials of assessment literacy: Contrasts between testers and users (2013, background): “As highlighted in the introduction, a number of leaders in the fields of language testing and teaching (Boyles, 2005; Inbar-Lourie, 2008; Taylor, 2009) recognize the importance of assessment knowledge among language instructors and suggest that such knowledge must be imparted through more than just ”