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Language assessment literacy

Published online by Cambridge University Press:  03 April 2024

Karin Vogt ,
Henrik Bøhn  and
Dina Tsagari
Karin Vogt*
Affiliation:
University of Education Heidelberg, Heidelberg, Germany
Henrik Bøhn
Affiliation:
University of South-Eastern Norway, Borre, Norway
Dina Tsagari
Affiliation:
Oslo Metropolitan University, Oslo, Norway
*
Corresponding author: Karin Vogt; Email: vogt@ph-heidelberg.de
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Extract

Numerous references to ‘new’ literacies have been added to the discourse of various academic and public domains, resulting in a multiplication of literacies. Among them is the term ‘language assessment literacy’ (LAL), which has been used as a subset of Assessment Literacy (AL) (Gan & Lam, 2022) in the field of language testing and assessment and has not been uncontested. LAL refers to the skills, knowledge, methods, techniques and principles needed by various stakeholders in language assessment to design and carry out effective assessment tasks and to make informed decisions based on assessment data (e.g., Fulcher, 2012*; Inbar-Lourie, 2008*[1]; 2013; Taylor, 2009*, 2013*).

Type
Research Timeline
Information
Language Teaching , First View , pp. 1 - 16
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Copyright © The Author(s), 2024. Published by Cambridge University Press

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