Constructing a language assessment knowledge base: A focus on language assessment courses

By Ofra Inbar-Lourie. 2008

313 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/797ecb9bffbe2885fef8fed91de68d0ef858d54f

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Citations in the corpus

Assessment Literacy or Language Assessment Literacy: Learning from the Teachers (2020, background): “In language teaching, such assumptions imply that language teachers need to anchor their teaching and assessment activities in current language-learning constructs in addition to general educational assessment principles (Inbar-Lourie, 2008a).”
Examining Teacher Ethical Dilemmas in Classroom Assessment. (2009, background): “In addition, calls for an increased focus on professional development in assessment in other nations from Israel (Inbar-Lourie, 2008), to Canada (Volante & Fazio (2007), to the United Kingdom (O’Leary, 2008), to Taiwan (Wang et al.”
Towards a Comprehensive, Empirical Model of Language Assessment Literacy across Stakeholder Groups: Developing the Language Assessment Literacy Survey (2019, background): “An important step towards developing LAL profiles was the shift from more componential views of LAL (e.g., Brindley, 2001; Davies, 2008; Inbar Lourie, 2008), to consideration of developmental trajectories.”
Language assessment literacy: what do we need to learn, unlearn, and relearn? (2020, background): “The related studies stressed that assessment education should take different forms and integrate different stakeholders’ views (DeLuca, 2012; Hill et al., 2014; Mertler, 2009), assessment literacy should be part of teacher certification and qualification (Sato et al., 2008; Schafer & Lizzitz,…”
Defining the language assessment literacy gap: Evidence from a parliamentary inquiry (2013, background): “To date, assessment literacy in a broad sense, and LAL more narrowly, have mostly been discussed and researched within the context of teacher or practitioner knowledge (e.g., Brindley, 2001; Inbar-Lourie, 2008; Stoynoff & Chapelle, 2005).”
Language assessment literacy: an uncharted area for the English language teachers in Bangladesh (2019, background): “Recognizing the importance of assessment literacy, language testing researchers, and other key stakeholders have been continuously promulgating the idea of language assessment literacy (LAL) in many parts of the world (Inbar-Lourie, 2008, 2013a; Malone, 2008).”
Developing the assessment literacy of university proficiency test users (2013, background): “The concept of language assessment literacy is underpinned by a view of language assessment as a social practice rather than simply as a technical activity (Inbar-Lourie, 2008; McNamara & Roever, 2006).”
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 ”
Language assessment training in Hong Kong: Implications for language assessment literacy (2015, background): “The second component of the framework is the need for development of LAL to untangle the two seemingly incompatible cultures, namely testing and learning cultures in the wider language assessment arenas, since most teacher education programmes only provide subject teachers with limited assessment tr”
Assessment Literacy for the Language Classroom (2012, background): “Somewhat more radical is the analysis offered by Inbar-Lourie (2008a ).”
Language Assessment Literacy: Implications for Language Teachers (2018, background): “Inbar-Lourie (2008, 2012) calls language the what in lal (after Brindley, 2001).”
Language assessment literacy as self-awareness: Understanding the role of interpretation in assessment and in teacher learning (2013, background): “In a recent paper, Inbar-Lourie (2008) considers the requirements of a language assessment literacy knowledge base and builds on Brindley’s (2001a) earlier proposal for five modules for professional development programs in assessment for teachers.”