Language Assessment Literacy Development
A Case Study of Three EFL Teachers
Bibliographic Data
| ID | 22047823 |
|---|---|
| Authors | Sabah Al-Akbari (University of Szeged, corresponding author), Marianne Nikolov (0000-0001-5844-4729, University of Pecs), Ágnes Hódi (0000-0003-0325-1449, University of Szeged) |
| Year | 2026 |
| Volume | 16 |
| Issue | 1 |
| Pages | 101 |
| Publication date | 2026-01-09 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16010101 |
| OpenAlex | W7119903703 |
| Language | EN |
| Citations received | 1 |
| References cited | 30 |
Language Assessment Literacy (LAL) is critical for teachers to perform their assessment tasks, but many teachers in low-resource contexts do not receive adequate assessment training. This qualitative multiple-case study examined the impact of a short-term Professional Development (PD) program on three in-service English as a Foreign Language (EFL) teachers in developing their LAL and in shaping their assessment conceptions, knowledge and practices as assessors. The PD training program consisted of a 30 h workshop delivered over one week and integrated theory, practice, collaborative learning, reflection, and feedback. Data collection instruments included classroom observations and interviews. Findings showed that the PD program improved teachers’ LAL by developing their assessment conceptions, knowledge, skills, and confidence, although the degree of improvement varied across participants. The findings also identified challenges teachers encountered in their assessment practices, including limited time, large class sizes, insufficient resources, and sociocultural factors that constrained teachers’ assessment conceptions and restricted their LAL development. The findings showed that PD programs could strengthen teachers’ professional identity as assessors by incorporating relevant content, practice opportunities, feedback, a supportive learning community, and self-reflection. The study findings have broader implications for professional development of LAL in other low-resource and exam-oriented EFL contexts with strong sociocultural constraints
Data collection · Dynamic assessment · English as a foreign language · Faculty Development · Language assessment · Literacy · Professional development · Qualitative research · Semi-structured interview · Sociocultural evolution · Educational and Psychological Assessments · EFL/ESL Teaching and Learning · Student Assessment and Feedback
Second Handbook of English Language Teaching
Research Methods in Education
Assessment Literacy of Foreign Language Teachers
Assessment Literacy for the Language Classroom
EFL teachers’ language assessment literacy training needs
Contextualizing Language Assessment Literacy
Teacher Educators’ Conceptions of Language Assessment Literacy in Norway
The development of beliefs and practices of language assessment literacy
Teachers’ language assessment literacy
Developing classroom-based language assessment literacy for in-service EFL teachers
Constructing a language assessment knowledge base
The development of EFL examinations in Haiti
“Am I qualified to be a language tester?”
Communicating the theory, practice and principles of language testing to test stakeholders
Teacher assessment literacy in practice
Using thematic analysis in psychology
Textbook trends in teaching language testing
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |