Language Assessment Literacy: Future Directions

Over the years, language teachers' knowledge has always been a matter of concern. traditionally, language teachers are expected to have content, pedagogy, and technology knowledge. however, recent development in language education contexts required language teachers to have a voice in making local and nationwide decisions about language curriculum, language learners, and language learning-related issues. to play such roles and responsibilities, language teachers are required to be equipped with language testing and assessment-related knowledge and need to be literate in assessment. this paper, firstly, argued for assessment competencies of language teachers as an integrated element in their content, pedagogy, and technology knowledge. this was followed by commenting on the cogent accounts of language teacher assessment literacy documented in the literature. then, the sources that could potentially contribute to language teachers' assessment literacy were presented as a tentative model in which language teachers' classroom assessment practices and their professional development, language education research in classroom contexts, and cognitive, affective, professional factors of language teachers were highlighted. finally, this paper suggested four directions for further understanding of language teachers' assessment literacy as (1) practicing assessment activities and techniques in classroom contexts, (2) implementing assessment theories in making the decision about language learning, textbook, and learners' achievement, (3) exploring the roles of testing and assessment knowledge of language teachers in dealing with language education problems, and (4) improving language teachers' skill, knowledge, and practice in a language assessment literacy oriented model.

Language Assessment Literacy: Future Directions

Over the years, language teachers' knowledge has always been a matter of concern. Traditionally, Language teachers are expected to have content, pedagogy, and technology knowledge. However, recent development in language education contexts required language teachers to have a voice in making local and nationwide decisions about language curriculum, language learners, and language learning-related issues. To play such roles and responsibilities, language teachers are required to be equipped with language testing and assessment-related knowledge and need to be literate in assessment. This paper, firstly, argued for assessment competencies of Language teachers as an integrated element in their content, pedagogy, and technology knowledge. This was followed by commenting on the cogent accounts of language teacher assessment literacy documented in the literature. Then, the sources that could potentially contribute to language teachers' assessment literacy were presented as a tentative model in which language teachers' classroom assessment practices and their professional development, language education research in classroom contexts, and cognitive, affective, professional factors of language teachers were highlighted. Finally, this paper suggested four directions for further understanding of language teachers' assessment literacy as (1) practicing assessment activities and techniques in classroom contexts, (2) implementing assessment theories in making the decision about language learning, textbook, and learners' achievement, (3) exploring the roles of testing and assessment knowledge of language teachers in dealing with language education problems, and (4) improving language teachers' skill, knowledge, and practice in a language assessment literacy oriented model.