How Can You Assess Language Assessment Literacy of English Teachers?

The Language Assessment Literacy (LAL) survey created by Kremmel and Harding can be used to
assess English instructors' language assessment literacy. This survey includes a wide range of
stakeholders, including SLA experts, and provides as an evidence-based framework for assessing
language assessment literacy. It is divided into nine major components:

1. Methods of research and statistics

2. Guidelines for evaluation and interpretation

3. Evaluation and scoring

4. Development and implementation of language tests

5. Language education evaluation

6. Assessment planning and policy

7. Regional customs and washback

8. Language use, growth, and structure

9.Individual beliefs and attitudes

The LAL survey makes it easier for English teachers to assess themselves and their colleagues, which
aids in identifying areas in which extra training and development are required. It has been utilized in
multiple studies to assess LAL needs among various stakeholder groups, including language teachers,
educators of language teachers, language testing and assessment researchers and producers,
admissions officials, and policymakers.
One way for assessing English teachers' language assessment literacy is to first perform a pilot study
to evaluate the general language assessment literacy needs of SLA researchers, which will provide
insight into the special needs of English teachers.

By performing extensive study, we can determine how effectively English teachers grasp language
assessment. This study entails developing, testing, and disseminating an online survey. The poll
assists us in determining what training teachers require in the field of language education. The survey
results can then be utilized to improve online teaching materials and create new resources to assist
teachers in more effectively implementing their programs.
The survey should be designed to collect real-world data from language teachers, allowing for the
identification of their special needs in terms of language testing and assessment training. The
findings of this study can be used to develop educational materials for language testing programs, as
well as give concrete data to support the concept of assessment literacy. Furthermore, the study
"Assessment Literacy of Foreign Language Teachers: Findings of a European Study" investigates
numerous ways for assessing English teachers' language assessment literacy. The study, which used
surveys and interviews with instructors from seven European nations, discovered a gap in teachers'
comprehension of Language Testing and Assessment (LTA). This shortcoming emphasizes the
importance of LTA training in a variety of areas, including:
• Classroom-based evaluation.
• Evaluation objectives
• Evaluate material and concepts
• Exams and tests taken somewhere else

Muhammed Emin BAYTEKİN

22030806011
References
Fulcher, G. (2012). Assessment literacy for the language classroom. Language Assessment
Quarterly, 9(2), 113-132.
Harding, L., & Kremmel, B. (2020). SLA researcher assessment literacy. In The Routledge
handbook of second language acquisition and language testing (pp. 54-66). Routledge.
Vogt, K., & Tsagari, D. (2014). Assessment literacy of foreign language teachers: Findings of a
European study. Language Assessment Quarterly, 11(4), 374-402.