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    CINDY HERNANDEZ
    The document discusses several perspectives on language assessment literacy (LAL) from different authors: 1) Davies (2008) describes LAL as consisting of testing skills, knowledge about measurement and language, and principles like validity and reliability. 2) Brindley (2001) and Inbar-Lourie (2008) emphasize the reasoning, description of the trait being assessed, and assessment process as important dimensions. 3) Stiggins (1999) suggests seven competencies for comprehensive assessment foundation: connecting assessments to purposes, clarifying expectations, applying methods, developing quality exercises, avoiding bias, communicating achievement, and using assessment as instructional intervention. The document advocates modeling good assessment practices throughout teacher education programs to

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    The document discusses several perspectives on language assessment literacy (LAL) from different authors: 1) Davies (2008) describes LAL as consisting of testing skills, knowledge about measurement and language, and principles like validity and reliability. 2) Brindley (2001) and Inbar-Lourie (2008) emphasize the reasoning, description of the trait being assessed, and assessment process as important dimensions. 3) Stiggins (1999) suggests seven competencies for comprehensive assessment foundation: connecting assessments to purposes, clarifying expectations, applying methods, developing quality exercises, avoiding bias, communicating achievement, and using assessment as instructional intervention. The document advocates modeling good assessment practices throughout teacher education programs to

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    The document discusses several perspectives on language assessment literacy (LAL) from different authors: 1) Davies (2008) describes LAL as consisting of testing skills, knowledge about measurement and language, and principles like validity and reliability. 2) Brindley (2001) and Inbar-Lourie (2008) emphasize the reasoning, description of the trait being assessed, and assessment process as important dimensions. 3) Stiggins (1999) suggests seven competencies for comprehensive assessment foundation: connecting assessments to purposes, clarifying expectations, applying methods, developing quality exercises, avoiding bias, communicating achievement, and using assessment as instructional intervention. The document advocates modeling good assessment practices throughout teacher education programs to

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    75 views2 pages

    Graphic Organizer

    Uploaded by

    CINDY HERNANDEZ
    The document discusses several perspectives on language assessment literacy (LAL) from different authors: 1) Davies (2008) describes LAL as consisting of testing skills, knowledge about measurement and language, and principles like validity and reliability. 2) Brindley (2001) and Inbar-Lourie (2008) emphasize the reasoning, description of the trait being assessed, and assessment process as important dimensions. 3) Stiggins (1999) suggests seven competencies for comprehensive assessment foundation: connecting assessments to purposes, clarifying expectations, applying methods, developing quality exercises, avoiding bias, communicating achievement, and using assessment as instructional intervention. The document advocates modeling good assessment practices throughout teacher education programs to

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    Davies (2008 cited in Malone, 2013) similarly describes LAL as being composed of skills (the how-to

    or basic testing expertise), knowledge (information about measurement and about language), and
    principles (concepts underlying testing such as validity, reliability, and ethics).

    In following an outline proposed by Brindley (2001), Inbar- Lourie (2008) emphasized aspects such
    as “the reasoning or rationale for assessment (the ‘why’), the description of the trait to be
    assessed (the ‘what’), and the assessment process (the ‘how’)” (p. 390) as the assessment
    knowledge dimensions language teachers require.

    Stiggins (1999) suggested a list of seven content requirements or competences aimed to provide a
    comprehensive foundation in assessment practices. These included (a) connecting assessments to
    clear purposes, (b) clarifying achievement expectations, (c) applying proper assessment methods,
    (d) developing quality assessment exercises and scoring criteria and sampling appropriately, (e)
    avoiding bias in assessment, (f) communicating effectively about student achievement, and (g)
    using assessment as an instructional intervention.

    We would similarly advocate that good practices in EFL assessment should be modelled by teacher
    educators throughout the program curriculum, making explicit assessment expertise in the
    courses. In this way, prospective EFL teachers will recognize the assessment practices teacher
    educators use and will start building their personal knowledge base of language assessment as
    informed by their experiences in EFL teacher education programs andby the content of
    assessment courses.

    It must be highlighted here that training in LAL should not be reduced to a single course in initial
    teacher education programs. We believe that the development of LAL has to be a fundamental
    subject in initial teacher education programs in foreign languages, a perennial topic at the annual
    meetings of professional language teacher associations, and a sustained collaborative effort
    accompanied by the implementation of successful assessment practices and resources in schools.

    Assessment Literacy: Building a Base for Better Teaching and Learning

    Assessment is something that we as teachers must do all the time, but many of us feel unprepared
    or uncomfortable when it comes to testing our students.

    Assessing students often means reaching for a test or quiz that is already prepared, whether it be
    a test included with a textbook, something another teacher prepared, or a standardized test
    produced by a major testing organization or our institution.

    Testing vs. assessing The word test can make people nervous. It has semantic qualities that make
    us think of being judged or measured by someone or something.

    Many people have an emotive reaction to testing and associate it with negative experiences that
    they may have had as students.
    The ultimate purpose of assessment is to improve student learning, as opposed to just being able
    to give a mark for the amount of course content a student has mastered.

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