Language Assessment Literacy

Language Assessment Literacy
I. Overview
In this session, Language Assessment Literacy (LAL) which was recently examined by
experts in linguistics will be discussed. It covers, knowledge, skills, and principles which
are needed for assessment. Discussion focuses on how LAL has expanded and also
highlights the knowledge, skills, and principles for learners.
II. Objectives
1. Define Language Assessment Literacy according to stakeholders.
2. State the relevance of LAL to language testing
3. Illustrate the construct of LAL to language teachers
III. Activities
A. Lecture/Discussion
What is Language Assessment Literacy?
LAL refers to knowledge, skills, and principles in language testing (Davies, 2008;
Fulcher, 2012; Malone, 2008).
What does research say about LAL?
 López and Bernal (2009) urge teachers to improve the validity, reliability, and
fairness of their language assessment practices, and to implement
assessment that is conducive to enhancing teaching and learning.
 Herrera and Macías (2015) noted that “teachers are . . . expected to have a
working knowledge of all aspects of assessment to support their instruction
and to effectively respond to the needs and expectations of students,
parents, and the school community (p. 303). Teachers with an appropriate
level of LAL connect instruction and assessment, criticize large-scale tests,
and design and choose from an available repertoire of assessments.
 Davies (2008) places the field within three components: knowledge, skills,
and principles related to the assessment of language ability. While emphasis
has been given to the first two components, there is an increase in the need
to instill language testing with principles such as fairness (non-discriminatory
testing practices) and ethics (appropriate use of assessment data) (Kunnan,
2003).
 Fulcher (2012) strongly suggests that LAL require that teachers be critical
toward language assessment practices, and there exists a general consensus
in the field.
 Davies (2008), LAL includes knowledge of language and language
methodologies such as communicative language teaching.
 Skills needed for test design (e.g., item-writing), use and interpretation of
statistics, and test evaluation are part of LAL because they are used to assess
language ability (Davies, 2008; Fulcher, 2012; Inbar-Lourie, 2013a)
 Inbar-Lourie (2008) argues that LAL includes knowledge of multilingual
learners and content-based language teaching.
Inbar-Lourie’s (2013b) ingredients of LAL:
1. Understanding of the social role of assessment and the responsibility of the
language tester. Understanding of the political [and] social forces involved, test
power and consequences. (p. 27)
2. Knowledge on how to write, administer and analyze tests; report test results
and ensure test quality. (p. 32)
3. Understanding of large scale test data. (p. 33)
4. Proficiency in Language Classroom Assessment. (p. 36)
5. Mastering language acquisition and learning theories and relating to them in
the assessment process. (p. 39)
6. Matching assessment with language teaching approaches. Knowledge about
current language teaching approaches and pedagogies. (p. 41)
7. Awareness of the dilemmas that underlie assessment: formative vs.
summative; internal external; validity and reliability issues particularly with
reference to authentic language use. (p. 45)
8. LAL is individualized, the product of the knowledge, experience, perceptions,
and beliefs that language teachers bring to the teaching and assessment process
(based on Scarino, 2013). (p. 46)
LAL and Different Stakeholders
 researchers and test makers are at the core of the figure

 language teachers and course instructors
 policy makers and the general public
Giraldo (2018) presented four profiles which are described against eight dimensions:
 “knowledge of theory,
 technical skills,
 principles and concepts,
 language pedagogy,
 sociocultural values,
 local practices,
 personal beliefs and attitudes, and
 scores and decision making”
LAL for Language Teachers
 discussions in LAL need to acknowledge that language teachers have

particular teaching contexts, practices, beliefs, attitudes, and theories, all of
which shape their own LAL. In language assessment these coexist with
teachers’ ways of thinking and acting upon the act of assessment.
 Rea-Dickins (2001) four stages to language assessment in the classroom:
planning, implementation, monitoring, and recording and dissemination.
o Planning - language teachers select the purposes and tools to assess
and prepare students for assessments.
o Implementing - teachers introduce the why, what, and how of
assessment, and also provide scaffold while assessment unfolds, ask
learners to monitor themselves and others, and provide immediate
feedback to students.
o Monitoring - teachers bring together their observations and analyze
them with peers, with the hope to provide delayed feedback to
improve learning and teaching.
o Recording and dissemination - teachers formally report their analyses
to whomever they need to.
 In Walters’ (2010) study, English as a second language (ESL) teachers became
aware of a process for test and item analysis called standards reversed
engineering (after Davidson & Lynch, 2001), through which they could derive
test specifications and critique state-mandated standards for ESL.
 Vogt and Tsagari (2014) identified that mostly needed skills is to critique
external tests. The researchers report that “the lack of ability to critically
evaluate tests represents a risk for the teachers to take over tests
unquestioningly without considering their quality” (p. 391).
 Arias, Maturana, and Restrepo (2012) helped language teachers instill
transparency and democracy in their practices. The researchers
conceptualized transparency as making students aware of testing modes,
rubrics, grades, and others; and democracy in language assessment as
negotiation and the use of multiple methods and moments to assess
learners.

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Language Assessment Literacy

 researchers and test makers are at the core of the figure

 discussions in LAL need to acknowledge that language teachers have

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