Language Assessment Literacy
Bibliographic Data
| ID | 23677409 |
|---|---|
| Authors | Ofra Inbar‐Lourie (0000-0002-8653-1851, corresponding author) |
| Year | 2012 |
| Publication date | 2012-11-05 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | CHAPTER |
| Venue | Encyclopedia of Applied Linguistics (SOURCE_BOOK) |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/9781405198431.wbeal0605 |
| OpenAlex | W1556219710 |
| ISBN | 9781405198431 |
| Language | EN |
| Citations received | 8 |
| References cited | 47 |
Language assessment literacy forms the knowledge base needed to conduct language assessment procedures, that is, to design, administer, interpret, utilize, and report language assessment data for different purposes. The term is derived from the generic assessment literacy concept which refers to the knowledge and skills required for performing assessment‐related actions (Stiggins, 1991; Webb, 2002). Language assessment literacy encompasses not only familiarity with tools and procedures for evaluating students' language abilities, but additional components, particularly the ability to render apt feedback so as to effectively direct learners toward setting and reaching future learning targets. Furthermore, assessment literate professionals are also aware of the ethical aspects involved in the assessment process and of the possible ramifications of putting assessment‐based decisions into practice, hence consequential validity (Messick, 1989).
Language assessment · Literacy · Mathematics education · Pedagogy · Process (computing) · Computer Science · EFL/ESL Teaching and Learning · Higher Education Learning Practices · Psychology · Student Assessment and Feedback
Investigating Language Assessment Literacy of Novice In-service English Teachers in Private Colleges and Universities
Teacher Educators’ Conceptions of Language Assessment Literacy in Norway
Teacher assessment literacy in practice
The interconnection between second language teachers’ language assessment literacy and professional agency
Language assessment training in Hong Kong
Developing classroom-based language assessment literacy for in-service EFL teachers
A Diagnostic study on teachers’ beliefs and practices in foreign language assessment
Let a hundred flowers bloom
Developing Assessment Literacy
English Learners Left Behind
Exploring Teacher Candidates' Assessment Literacy
Assessment Literacy for the Language Classroom
Inside the Black Box
Assessing Multilingual Competencies
Assessment Crisis
Glocalization
Teacher assessment and psychometric theory
Rethinking assessment from a critical perspective
Constructing a language assessment knowledge base
Defining assessment literacy
The contradictory culture of teacher-based assessment
The essentials of assessment literacy
Language assessment as social practice
Language assessment literacy as self-awareness
The place of language testing and assessment in the professional preparation of foreign language teachers in China
Understanding teachers as agents of assessment
Language testing courses
Developing the assessment literacy of university proficiency test users
Dark alleys and blind bends
Defining the language assessment literacy gap
Communicating the theory, practice and principles of language testing to test stakeholders
Language testing
Principles for Large‐Scale Classroom‐Based Teacher Assessment of English Learners' Language
Portfolios, Power, and Ethics
What Needs to Be Developed to Facilitate Classroom‐Based Assessment
Current Issues in English Language Teacher‐Based Assessment
Formative Assessment Issues Across the Curriculum
Expanding Horizons and Unresolved Conundrums
The Role of Assessment in a Learning Culture
Examining Language in Context
Improving Teachers’ Assessment Practices Through Professional Development
Textbook trends in teaching language testing
| Unique citing works | 8 |
|---|---|
| Citations per year | 0.73 |
| Citation span | 2015 - 2024 (10) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |