Language assessment literacy as self-awareness: Understanding the role of interpretation in assessment and in teacher learning

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Language assessment literacy: what do we need to learn, unlearn, and relearn? (2020, background): “Scarino (2013), focusing on assessment literacy for language teachers, argued that two aspects should be considered in developing language teacher assessment literacy, including the identification of relevant domains that contain the knowledge base and the relationship among these domains.”
Teacher written corrective feedback: Less is more (2019, background): “…is not a simple matter of acquiring broad WCF principles from the literature; it entails not only an understanding of knowledge of effective feedback principles but also comprises knowledge that is ‘contextualized in the realities of teachers’ contexts of practice’ (Scarino, 2013, p. 316).”
Language Assessment Literacy: Implications for Language Teachers (2018, background): “After these two debates, the section will focus on a recent addition to the meaning of lal by Scarino (2013), who argues that lal should also involve teachers’ contexts of teaching.”