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An Overview of Language Assessment Literacy Research within English Language Education Context

Yıl 2019, Cilt: 12 Sayı: 4, 1340 - 1364, 03.10.2019

Aylin Sevimel-şahin Gonca Subaşı

https://doi.org/10.30831/akukeg.501817
Cited By: 1

Öz

Language assessment literacy
(LAL) is the indication of language teachers’ familiarity with assessment
processes and ability to perform successful assessment procedures in foreign
language education. In recent years, its importance has increased due to the
developments in such education. The research into this concept have already
begun to define and conceptualize it. However, empirical research on LAL,
especially about educational contexts, has not been much widespread. So, this
review mainly aims to present an overview of LAL concept within the scope of
foreign language education. In particular, this review firstly illustrates its
conceptual side by exemplifying the definitions, components and
characteristics. Then, focusing on English language teachers, it evaluates the
most up-to-date empirical studies conducted in EFL in-service or pre-service
teaching contexts to show its place in foreign language assessment and the recent
trends in LAL research. Lastly, it discusses the findings to suggest
implications for practice and further study about LAL.

Anahtar Kelimeler

language assessment literacy foreign language education English language teaching foreign language assessment

Kaynakça

  • *Baker, B. A., & Riches, C. (2017). The development of EFL examinations in Haiti: Collaboration and language assessment literacy development. Language Testing, 0(0), 1-25. doi:10.1177/0265532217716732
  • Bayat, K., & Rezaei, A. (2015). Importance of teachers’ assessment literacy. International Journal of English Language Education, 3(1), 139-146.
  • Berry, V., & O’Sullivan, B. (2016). Assessment literacy for language teachers. Retrieved from http://tea.iatefl.org/wp-content/uploads/2015/10/Vivien-Berry-and-Barry-OSullivan.pdf
  • *Buyukkarci, K. (2016). Identifying the areas for English language teacher development: A study of assessment literacy. Pegem Egitim ve Ogretim Dergisi [Pegem Journal of Education and Instruction], 6(3), 333-346. doi:10.14527/pegegog.2016.017
  • Csépes, I. (2014). Language assessment literacy in English teacher training programmes in Hungary. In J. Hovarth & P. Medgyes, (Eds.), Studies in Honour of Marianne Nikolov (pp. 399-411). Pécs: Lingua Franca Csoport.
  • Davies, A. (2008). Textbook trends in teaching language testing. Language Testing, 25(3), 327-347. doi:10.1177/0265532208090156
  • DeLuca, C., & Klinger, D. A. (2010). Assessment literacy development: Identifying gaps in teacher candidates’ learning. Assessment in Education: Principles, Policy & Practice, 17(4), 419-438. doi:10.1080/0969594X.2010.516643
  • Djoub, Z. (2017). Assessment literacy: Beyond teacher practice. In R. Al-Mahrooqi, C. Coombe, F. Al-Maamari & V. Thakur (Eds.), Revisiting EFL assessment (pp. 9-27). Switzerland: Springer International Publishing.
  • *Fulcher, G. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly, 9(2), 113-132. doi:10.1080/15434303.2011.642041
  • Giraldo, F. (2018). Language assessment literacy: Implications for language teachers. Profile: Issues in Teachers’ Professional Development, 20(1), 179-195. doi:10.15446/profile.v20n1.62089
  • *Giraldo Aristizabal, F. G. (2018). A Diagnostic study on teachers’ beliefs and practices in foreign language assessment. Íkala: Revista de Lenguaje y Cultura, 23(1), 25-44. doi:10.17533/udea.ikala.v23n01a04
  • Gotch, C. M., & French, B. F. (2014). A systematic review of assessment literacy measures. Educational Measurement: Issues and Practice, 33(2), 14-18.
  • *Hakim, B. (2015). English language teachers’ ideology of ELT assessment literacy. International Journal of Education & Literacy Studies, 3(4), 42-48. doi:10.7575/aiac.ijels.v.3n.4p.42
  • *Hatipoglu, C. (2015). English language testing and evaluation (ELTE) training in Turkey: expectations and needs of pre-service English language teachers. ELT Research Journal, 2015, 4(2), 111-128.
  • Herrera, L., & Macias, D. (2015). A call for language assessment literacy in the education and development of teachers of English as a foreign language. Colombian Applied Linguistics Journal, 17(2), 302-312. doi:10.14483/udistrital.jour.calj.2015.2.a09
  • Huang, J., & He, Z. (2016). Exploring assessment literacy. Higher Education of Social Science, 11(2), 18-27. doi:10.3968/8727
  • Inbar-Lourie, O. (2008). Constructing a language assessment knowledge base: A focus on language assessment courses. Language Testing, 25(3), 385-402. doi:10.1177/0265532208090158
  • Inbar-Lourie, O. (2013a). Language assessment literacy. In C. A. Chapella (Ed.), The Encyclopedia of Applied Linguistics (pp. 1-9). Blackwell Publishing Ltd. doi:10.1002/9781405198431.wbeal0605
  • Inbar-Lourie, O. (2013b, November). Language assessment literacy: What are the ingredients? Paper presented at the 4th EALTA-CBLA SIG Symposium, Nicosia, Cyprus. Retrieved from http://www.ealta.eu.org/events/CBLA-cyprus2013/Lectures_workshops/O_Inbar-Lourie%20-%20plenary%20-1.pdf
  • Inbar-Lourie, O. (2017). Language assessment literacy. In E. Shohamy, L. Or, & S. May (Eds.), Language Testing and Assessment (pp. 257-270). Springer International Publishing AG. doi:10.1007/978-3-319-02261-1_19
  • *Jannati, S. (2015). ELT teachers’ language assessment literacy: Perceptions and practices. The International Journal of Research in Teacher Education, 6(2), 26-37.
  • Khadijeh, B., & Amir, R. (2015). Importance of teachers’ assessment literacy. International Journal of English Language Education, 3(1), 139-146. doi:10.5296/ijele.v3i1.6887
  • *Komur, S. (2018). Preservice English teachers’ assessment awareness: Level of readiness for classroom practice. The Journal of Language Teaching and Learning, 8(1), 109-121.
  • *Lam, R. (2014). Language assessment training in Hong Kong: Implications for language assessment literacy. Language Testing, 32(2), 169-197. doi:10.1177/0265532214554321
  • *Mede, E., & Atay, D. (2017). English language teachers’ assessment literacy: The Turkish context. Dil Dergisi-Ankara Universitesi TOMER [Language Journal-Ankara University TOMER], 168(1), 43-60.
  • Mertler, C. A. (2003, October). Pre-service versus In-service teachers' assessment literacy: Does classroom experience make a difference? Paper presented at the Annual Meeting of the Mid-Western Educational Research Association, Columbus, OH, USA. Retrieved from the ERIC database (ED482277).
  • *Oz, S., & Atay, D. (2017). Turkish EFL instructors’ in-class language assessment literacy: Perceptions and practices. ELT Research Journal, 6(1), 25-44.
  • Pill, J., & Harding, L. (2013). Defining the language assessment literacy gap: Evidence from a parliamentary inquiry. Language Testing, 30(3), 381-402. doi:10.1177/0265532213480337
  • Popham, W. J. (2009). Assessment literacy for teachers: Faddish or fundamental? Theory into Practice, 48(4), 4-11. doi:10.1080/00405840802577536
  • Rea-Dickins, P. (2004). Understanding teachers as agents of assessment. Language Testing, 21(3), 249-258. doi:10.1191=0265532204lt283ed
  • Rogier, D. (2014). Assessment literacy: Building a base for better teaching and learning. English Language Teaching Forum, 3, 2-13.
  • Scarino, A. (2013). Language assessment literacy as self-awareness: Understanding the role of interpretation in assessment and in teacher learning. Language Testing, 30(3), 309-327. doi:10.1177/0265532213480128
  • *Sellan, R. (2017). Developing assessment literacy in Singapore: How teachers broaden English language learning by expanding assessment constructs. Papers in Language Testing and Assessment, 6(1), 64-87.
  • Stabler-Havener, M. L. (2018). Defining, conceptualizing, problematizing, and assessing language teacher assessment literacy. Teachers College, Columbia University Working Papers in Applied Linguistics & TESOL, 18(1), 1-22.
  • Stiggins, R. J. (1995). Assessment literacy for the 21st century. Phi Delta Kappan, 77(3), 238-245. Taylor, L. (2009). Developing assessment literacy. Annual Review of Applied Linguistics, 29, 21-36. doi:10.1017/S0267190509090035
  • Taylor, L. (2009). Developing assessment literacy. Annual Review of Applied Linguistics, 29, 21-36. doi:10.1017/S0267190509090035
  • Taylor, L. (2013). Communicating the theory, practice and principles of language testing to test stakeholders: Some reflections. Language Testing, 30(3), 403-412. doi:10.1177/0265532213480338
  • *Tsagari, D., & Vogt, T. (2017). Assessment literacy of foreign language teachers around Europe: Research, challenges and future prospects. Papers in Language Testing and Assessment, 6(1), 41-63.
  • *Tuzcu-Eken, D. (2016). Testing in English classes in vocational schools of higher education. Electronic Journal of Vocational Colleges, 6(1), 38-47.
  • *Viengsang, R. (2016). Exploring pre-service English teachers’ language assessment literacy. Modern Journal of Language Teaching Methods (MJLTM), 6(5), 432-442.
  • *Vogt, K., & Tsagari, D. (2014). Assessment literacy of foreign language teachers: Findings of a European study. Language Assessment Quarterly, 11(4), 374-402. doi:10.1080/15434303.2014.960046
  • Wach, A. (2012). Classroom-based language efficiency assessment: A challenge for EFL teachers. Glottodidactica, 39(1), 81-92.
  • *Xu, H. (2017). Exploring novice EFL teachers’ classroom assessment literacy development: A three-year longitudinal study. Asia-Pacific Educational Research, 26(3-4), 219-226. doi:10.1007/s40299-017-0342-5
  • *Xu, Y. (2016). Assessment planning within the context of university English language teaching (ELT) in China: Implications for teacher assessment literacy. Australian Review of Applied Linguistics, 39(3), 233-254. doi:10.1075/aral.39.3.o2xu
  • *Xu, Y., & Brown, G. T. L. (2017). University English teacher assessment literacy: A survey-test report from China. Papers in Language Testing and Assessment, 6(1), 133-158.
  • *Yan, X., Zhang, C., & Fan, J. J. (2018). “Assessment knowledge is important but …”: How contextual and experiential factors mediate assessment practice and training needs of language teachers. System, 74, 158-168. doi:10.1016/j.system.2018.03.003
  • *Yastibas, A. E., & Takkac, M. (2018a). Understanding language assessment literacy: Developing language assessments. Journal of Language and Linguistic Studies, 14(1), 178-193.
  • *Yastibas, A. E., & Takkac, M. (2018b). Understanding the development of language assessment literacy. Bingol University Journal of Social Sciences Institute, 8(15), 89-106. doi:10.29029/busbed.364195
  • Zolfaghari, F., & Ahmadi, A. (2016). Assessment literacy components across subject matters. Cogent Education, 3, 1-16. doi:10.1080/2331186X.1252561

İngiliz Dili Eğitimi Bağlamında Yabancı Dilde Ölçme-Değerlendirme Okuryazarlığı Araştırmasına Genel Bir Bakış

Yıl 2019, Cilt: 12 Sayı: 4, 1340 - 1364, 03.10.2019

Aylin Sevimel-şahin Gonca Subaşı

https://doi.org/10.30831/akukeg.501817
Cited By: 1

Öz

Yabancı dilde
ölçme-değerlendirme okuryazarlığı, dil öğretmenlerinin ölçme-değerlendirme
süreçlerine aşina olmasının ve yabancı dil eğitiminde başarılı
ölçme-değerlendirme yöntemlerini uygulama becerisinin bir göstergesidir. Son
yıllarda bu tür eğitimdeki gelişmeler nedeniyle bu kavramın önemi artmıştır. Bu
kavrama yönelik yapılan araştırmalar, onu tanımlamaya ve kavramsallaştırmaya
çoktan başlamış bulunmaktadır. Bununla birlikte, özellikle eğitim bağlamında
yabancı dilde ölçme-değerlendirme okuryazarlığı üzerine yapılan ampirik
çalışmalar çok yaygın değildir. Dolayısıyla, bu derlemenin temel amacı, yabancı
dil eğitimi kapsamında yabancı dilde ölçme-değerlendirme okuryazarlığı
kavramının genel bir değerlendirmesini sunmaktır. Özellikle, bu derleme
öncelikle bu kavramın tanımları, bileşenleri ve karakteristik özelliklerini
örneklendirerek onun kavramsal yanlarını göstermektedir. Sonrasında bu derleme,
İngilizce öğretmenlerine odaklanarak kavramın yabancı dilde
ölçme-değerlendirmedeki yerini ve bu kavrama bağlı güncel araştırma
eğilimlerini ortaya koymak için hizmet içi ve hizmet öncesi öğretmenlik
bağlamlarında gerçekleştirilen en güncel ampirik araştırmaları
değerlendirmektedir. Son olarak, bu derleme, söz konusu kavramın uygulama
alanları ve onun hakkında daha çok araştırma önerilerinde bulunmak için
bulguları tartışmaktadır.

Anahtar Kelimeler

yabancı dilde ölçme-değerlendirme okuryazarlığı yabancı dil eğitimi İngiliz dili eğitimi yabancı dil değerlendirmesi

Kaynakça

  • *Baker, B. A., & Riches, C. (2017). The development of EFL examinations in Haiti: Collaboration and language assessment literacy development. Language Testing, 0(0), 1-25. doi:10.1177/0265532217716732
  • Bayat, K., & Rezaei, A. (2015). Importance of teachers’ assessment literacy. International Journal of English Language Education, 3(1), 139-146.
  • Berry, V., & O’Sullivan, B. (2016). Assessment literacy for language teachers. Retrieved from http://tea.iatefl.org/wp-content/uploads/2015/10/Vivien-Berry-and-Barry-OSullivan.pdf
  • *Buyukkarci, K. (2016). Identifying the areas for English language teacher development: A study of assessment literacy. Pegem Egitim ve Ogretim Dergisi [Pegem Journal of Education and Instruction], 6(3), 333-346. doi:10.14527/pegegog.2016.017
  • Csépes, I. (2014). Language assessment literacy in English teacher training programmes in Hungary. In J. Hovarth & P. Medgyes, (Eds.), Studies in Honour of Marianne Nikolov (pp. 399-411). Pécs: Lingua Franca Csoport.
  • Davies, A. (2008). Textbook trends in teaching language testing. Language Testing, 25(3), 327-347. doi:10.1177/0265532208090156
  • DeLuca, C., & Klinger, D. A. (2010). Assessment literacy development: Identifying gaps in teacher candidates’ learning. Assessment in Education: Principles, Policy & Practice, 17(4), 419-438. doi:10.1080/0969594X.2010.516643
  • Djoub, Z. (2017). Assessment literacy: Beyond teacher practice. In R. Al-Mahrooqi, C. Coombe, F. Al-Maamari & V. Thakur (Eds.), Revisiting EFL assessment (pp. 9-27). Switzerland: Springer International Publishing.
  • *Fulcher, G. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly, 9(2), 113-132. doi:10.1080/15434303.2011.642041
  • Giraldo, F. (2018). Language assessment literacy: Implications for language teachers. Profile: Issues in Teachers’ Professional Development, 20(1), 179-195. doi:10.15446/profile.v20n1.62089
  • *Giraldo Aristizabal, F. G. (2018). A Diagnostic study on teachers’ beliefs and practices in foreign language assessment. Íkala: Revista de Lenguaje y Cultura, 23(1), 25-44. doi:10.17533/udea.ikala.v23n01a04
  • Gotch, C. M., & French, B. F. (2014). A systematic review of assessment literacy measures. Educational Measurement: Issues and Practice, 33(2), 14-18.
  • *Hakim, B. (2015). English language teachers’ ideology of ELT assessment literacy. International Journal of Education & Literacy Studies, 3(4), 42-48. doi:10.7575/aiac.ijels.v.3n.4p.42
  • *Hatipoglu, C. (2015). English language testing and evaluation (ELTE) training in Turkey: expectations and needs of pre-service English language teachers. ELT Research Journal, 2015, 4(2), 111-128.
  • Herrera, L., & Macias, D. (2015). A call for language assessment literacy in the education and development of teachers of English as a foreign language. Colombian Applied Linguistics Journal, 17(2), 302-312. doi:10.14483/udistrital.jour.calj.2015.2.a09
  • Huang, J., & He, Z. (2016). Exploring assessment literacy. Higher Education of Social Science, 11(2), 18-27. doi:10.3968/8727
  • Inbar-Lourie, O. (2008). Constructing a language assessment knowledge base: A focus on language assessment courses. Language Testing, 25(3), 385-402. doi:10.1177/0265532208090158
  • Inbar-Lourie, O. (2013a). Language assessment literacy. In C. A. Chapella (Ed.), The Encyclopedia of Applied Linguistics (pp. 1-9). Blackwell Publishing Ltd. doi:10.1002/9781405198431.wbeal0605
  • Inbar-Lourie, O. (2013b, November). Language assessment literacy: What are the ingredients? Paper presented at the 4th EALTA-CBLA SIG Symposium, Nicosia, Cyprus. Retrieved from http://www.ealta.eu.org/events/CBLA-cyprus2013/Lectures_workshops/O_Inbar-Lourie%20-%20plenary%20-1.pdf
  • Inbar-Lourie, O. (2017). Language assessment literacy. In E. Shohamy, L. Or, & S. May (Eds.), Language Testing and Assessment (pp. 257-270). Springer International Publishing AG. doi:10.1007/978-3-319-02261-1_19
  • *Jannati, S. (2015). ELT teachers’ language assessment literacy: Perceptions and practices. The International Journal of Research in Teacher Education, 6(2), 26-37.
  • Khadijeh, B., & Amir, R. (2015). Importance of teachers’ assessment literacy. International Journal of English Language Education, 3(1), 139-146. doi:10.5296/ijele.v3i1.6887
  • *Komur, S. (2018). Preservice English teachers’ assessment awareness: Level of readiness for classroom practice. The Journal of Language Teaching and Learning, 8(1), 109-121.
  • *Lam, R. (2014). Language assessment training in Hong Kong: Implications for language assessment literacy. Language Testing, 32(2), 169-197. doi:10.1177/0265532214554321
  • *Mede, E., & Atay, D. (2017). English language teachers’ assessment literacy: The Turkish context. Dil Dergisi-Ankara Universitesi TOMER [Language Journal-Ankara University TOMER], 168(1), 43-60.
  • Mertler, C. A. (2003, October). Pre-service versus In-service teachers' assessment literacy: Does classroom experience make a difference? Paper presented at the Annual Meeting of the Mid-Western Educational Research Association, Columbus, OH, USA. Retrieved from the ERIC database (ED482277).
  • *Oz, S., & Atay, D. (2017). Turkish EFL instructors’ in-class language assessment literacy: Perceptions and practices. ELT Research Journal, 6(1), 25-44.
  • Pill, J., & Harding, L. (2013). Defining the language assessment literacy gap: Evidence from a parliamentary inquiry. Language Testing, 30(3), 381-402. doi:10.1177/0265532213480337
  • Popham, W. J. (2009). Assessment literacy for teachers: Faddish or fundamental? Theory into Practice, 48(4), 4-11. doi:10.1080/00405840802577536
  • Rea-Dickins, P. (2004). Understanding teachers as agents of assessment. Language Testing, 21(3), 249-258. doi:10.1191=0265532204lt283ed
  • Rogier, D. (2014). Assessment literacy: Building a base for better teaching and learning. English Language Teaching Forum, 3, 2-13.
  • Scarino, A. (2013). Language assessment literacy as self-awareness: Understanding the role of interpretation in assessment and in teacher learning. Language Testing, 30(3), 309-327. doi:10.1177/0265532213480128
  • *Sellan, R. (2017). Developing assessment literacy in Singapore: How teachers broaden English language learning by expanding assessment constructs. Papers in Language Testing and Assessment, 6(1), 64-87.
  • Stabler-Havener, M. L. (2018). Defining, conceptualizing, problematizing, and assessing language teacher assessment literacy. Teachers College, Columbia University Working Papers in Applied Linguistics & TESOL, 18(1), 1-22.
  • Stiggins, R. J. (1995). Assessment literacy for the 21st century. Phi Delta Kappan, 77(3), 238-245. Taylor, L. (2009). Developing assessment literacy. Annual Review of Applied Linguistics, 29, 21-36. doi:10.1017/S0267190509090035
  • Taylor, L. (2009). Developing assessment literacy. Annual Review of Applied Linguistics, 29, 21-36. doi:10.1017/S0267190509090035
  • Taylor, L. (2013). Communicating the theory, practice and principles of language testing to test stakeholders: Some reflections. Language Testing, 30(3), 403-412. doi:10.1177/0265532213480338
  • *Tsagari, D., & Vogt, T. (2017). Assessment literacy of foreign language teachers around Europe: Research, challenges and future prospects. Papers in Language Testing and Assessment, 6(1), 41-63.
  • *Tuzcu-Eken, D. (2016). Testing in English classes in vocational schools of higher education. Electronic Journal of Vocational Colleges, 6(1), 38-47.
  • *Viengsang, R. (2016). Exploring pre-service English teachers’ language assessment literacy. Modern Journal of Language Teaching Methods (MJLTM), 6(5), 432-442.
  • *Vogt, K., & Tsagari, D. (2014). Assessment literacy of foreign language teachers: Findings of a European study. Language Assessment Quarterly, 11(4), 374-402. doi:10.1080/15434303.2014.960046
  • Wach, A. (2012). Classroom-based language efficiency assessment: A challenge for EFL teachers. Glottodidactica, 39(1), 81-92.
  • *Xu, H. (2017). Exploring novice EFL teachers’ classroom assessment literacy development: A three-year longitudinal study. Asia-Pacific Educational Research, 26(3-4), 219-226. doi:10.1007/s40299-017-0342-5
  • *Xu, Y. (2016). Assessment planning within the context of university English language teaching (ELT) in China: Implications for teacher assessment literacy. Australian Review of Applied Linguistics, 39(3), 233-254. doi:10.1075/aral.39.3.o2xu
  • *Xu, Y., & Brown, G. T. L. (2017). University English teacher assessment literacy: A survey-test report from China. Papers in Language Testing and Assessment, 6(1), 133-158.
  • *Yan, X., Zhang, C., & Fan, J. J. (2018). “Assessment knowledge is important but …”: How contextual and experiential factors mediate assessment practice and training needs of language teachers. System, 74, 158-168. doi:10.1016/j.system.2018.03.003
  • *Yastibas, A. E., & Takkac, M. (2018a). Understanding language assessment literacy: Developing language assessments. Journal of Language and Linguistic Studies, 14(1), 178-193.
  • *Yastibas, A. E., & Takkac, M. (2018b). Understanding the development of language assessment literacy. Bingol University Journal of Social Sciences Institute, 8(15), 89-106. doi:10.29029/busbed.364195
  • Zolfaghari, F., & Ahmadi, A. (2016). Assessment literacy components across subject matters. Cogent Education, 3, 1-16. doi:10.1080/2331186X.1252561
Toplam 49 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Aylin Sevimel-şahin 0000-0003-2279-510X

Gonca Subaşı 0000-0001-7049-5940

Yayımlanma Tarihi 3 Ekim 2019
Gönderilme Tarihi 24 Aralık 2018
Yayımlandığı Sayı Yıl 2019 Cilt: 12 Sayı: 4

Kaynak Göster

APA Sevimel-şahin, A., & Subaşı, G. (2019). An Overview of Language Assessment Literacy Research within English Language Education Context. Journal of Theoretical Educational Science, 12(4), 1340-1364. https://doi.org/10.30831/akukeg.501817

Cited By

A Program Evaluation Study for Measurement and Evaluation Course in Distance Education
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https://doi.org/10.30831/akukeg.1303190
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