Language assessment literacy: what do we need to learn, unlearn, and relearn?
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Language assessment literacy: what do we need to learn, unlearn, and relearn? Christine Coombe1, Hossein Vafadar2 and Hassan Mohebbi3* * Correspondence: hassan. [email protected] 3 European Knowledge Development Institute, Ankara, Turkey Full list of author information is available at the end of the article
Abstract Recently, we have witnessed a growing interest in developing teachers’ language assessment literacy. The ever increasing demand for and use of assessment products and data by a more varied group of stakeholders than ever before, such as newcomers with limited assessment knowledge in the field, and the knowledge assessors need to possess (Stiggins, Phi Delta Kappa 72:534-539, 1991) directs an ongoing discussion on assessment literacy. The 1990 Standards for Teacher Competence in Educational Assessment of Students (AFT, NCME, & NEA, Educational Measurement: Issues and Practice 9:30-32, 1990) made a considerable contribution to this field of study. Following these Standards, a substantial number of for and against studies have been published on the knowledge base and skills for assessment literacy, assessment goals, the stakeholders, formative assessment and accountability contexts, and measures examining teacher assessment literacy levels. This paper elaborates on the nature of the language assessment literacy, its conceptual framework, the related studies on assessment literacy, and various components of teacher assessment literacy and their interrelationships. The discussions, which focus on what language teachers and testers need to learn, unlearn, and relearn, should develop a deep understanding of the work of teachers, teacher trainers, professional developers, stakeholders, teacher educators, and educational policymakers. Further, the outcome of the present paper can provide more venues for further research. Keywords: Assessment literacy, Language testing, Assessment knowledge, Assessment education
Introduction The traditional thought of literacy or illiteracy as the ability or inability respectively to read and write has now begun to take on a new functional aspect. This aspect is conceptualized within different domains as possessing knowledge, skills, and competence for specific purposes and in particular fields. An individual is expected to be able to understand the content related to a given area and be able to engage with it appropriately. As with this growing number of domains and rapid advances in this era, it is imperative to acquire multiple literacies to keep up with this contemporary trend, such as computer literacy, media literacy, academic literacy, and many others. Given this evident growth of new literacies, it should not come as no surprise that assessment literacy began to appear as an early contribution in the general education literature © The Author(s). 2020 Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as
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