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Title: Assessment literacy for the language classroom
Authors: Fulcher, N. Glenn
First Published: 7-May-2012
Publisher: Taylor & Francis (Routledge)
Citation: Language Assessment Quarterly, 2012, 9 (2), pp. 113-132
Abstract: Language testing has seen unprecedented expansion during the first part of the 21st century. As a result there is an increasing need for the language testing profession to consider more precisely what it means by “assessment literacy” and to articulate its role in the creation of new pedagogic materials and programs in language testing and assessment to meet the changing needs of teachers and other stakeholders for a new age. This article describes a research project in which a survey instrument was developed, piloted, and delivered on the Internet to elicit the assessment training needs of language teachers. The results were used to inform the design of new teaching materials and the further development of online resources that could be used to support program delivery. The project makes two significant contributions. First, it provides new empirically derived content for the concept of assessment literacy within which to frame materials development and teaching. Second, it uncovered methodological problems with existing survey techniques that may have impacted upon earlier studies, and solutions to these problems are suggested.
DOI Link: 10.1080/15434303.2011.642041
ISSN: 1543-4303
eISSN: 1543-4311
Version: Post-print
Status: Peer-reviewed
Type: Journal Article
Rights: Copyright © 2012, Taylor & Francis (Routledge). Deposited with reference to the publisher’s archiving policy available on the SHERPA/RoMEO website.
Appears in Collections:Published Articles, School of Education

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