Language Assessment Literacy of Teachers

Fanrong Weng; Bin Shen

doi:10.3389/fpsyg.2022.864582

Language Assessment Literacy of Teachers

Front Psychol. 2022 May 5:13:864582. doi: 10.3389/fpsyg.2022.864582. eCollection 2022.

Authors

Fanrong Weng¹, Bin Shen^{2

3}

Affiliations

¹ Department of English, University of Macau, Taipa, Macao SAR, China.
² School of Foreign Languages, Fuzhou University, Fuzhou, China.
³ Center for Foreign Language Education and Teaching, School of Foreign Languages, Fuzhou University, Fuzhou, China.

Abstract

Language assessment literacy (LAL) is a significant component of language teachers' expertise but is also a challenging task for most language teachers. To date, there have been relatively few studies examining the research on teachers' LAL during these decades. To fill this void, this article reviews the conceptualizations of LAL and relevant empirical studies published from 1991 to 2021. It first analyzes various conceptualizations of LAL. Then in examining the empirical studies on teachers' LAL, five major themes emerge: (i) teachers' LAL levels; (ii) factors influencing LAL; (iii) language teachers' assessment training needs; (iv) language assessment training courses; and (v) LAL development through reflection. Finally, future research directions on teachers' LAL are discussed.

Keywords: language assessment literacy; language teachers; professional development; teacher education; training needs.

Publication types

Review