The Companion to Language Assessment

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Assessment Literacy or Language Assessment Literacy: Learning from the Teachers (2020, background): “…their current roles as learners, the teachers’ existing assessment abilities exhibit a declarative and rather technical integration of assessment procedures, and limited indications of deeply ingrained understandings of the function of assessment in learning (Poehner, 2013; Turner & Purpura, 2016).”
Rater Experience, Rating Scale Length, and Judgments of L2 Pronunciation: Revisiting Research Conventions (2013, background): “First, there has been limited dialogue between L2 pronunciation researchers and language testers over the past several decades until recently, with the consequence that there have been few collaborative efforts and little awareness of developments across disciplines (Isaacs, 2014, in press).”
A methodological synthesis and meta-analysis of judgment tasks in second language research (2020, background): “We hope that the current climate of enhanced methodological awareness and assessment literacy (e.g. Grabowski and Dakin, 2014) will further encourage researchers in the field to embrace this idea.”