The essentials of assessment literacy: Contrasts between testers and users

By Margaret E. Malone. 2013

152 citations recorded by the source corpus.

Subfields: Education, Information Systems, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/c8128476cfb0ea1b6e6888ce7423edd8ac1496bd

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Nasreen Sultana
2. Frank Giraldo
3. C. Coombe
4. H. Vafadar
5. H. Mohebbi

In Information Systems

1. Frank Giraldo
2. Nasreen Sultana

In Literature and Literary Theory

1. Nasreen Sultana
2. Frank Giraldo

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).”
• 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: Implications for Language Teachers (2018, background): “Given the array of elements in lal, it is not surprising that scholars in language testing are still debating the boundaries of the concept (Fulcher, 2012; Jeong, 2013; Malone, 2013; Scarino, 2013; Taylor, 2013).”