Language assessment literacy

IF 4 2区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Teaching Pub Date : 2024-04-03 DOI:10.1017/s0261444824000090

Karin Vogt, Henrik Bøhn, Dina Tsagari

引用次数: 0

Abstract

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*).

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语言评估扫盲

在各种学术和公共领域的话语中，"新 "素养的提法层出不穷，导致素养的倍增。其中，"语言评估素养"（LAL）一词在语言测试和评估领域被用作评估素养（AL）的一个子集（Gan & Lam, 2022），并不是没有争议的。LAL 指的是语言评估中各利益相关方所需的技能、知识、方法、技巧和原则，以设计和执行有效的评估任务，并根据评估数据做出明智的决策（例如，Fulcher，2012*；Inbar-Lourie，2008*[1]；2013；Taylor，2009*，2013*）。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language Teaching Multiple-

CiteScore

7.10

自引率

2.80%

发文量

期刊介绍： Language Teaching is the essential research resource for language professionals providing a rich and expert overview of research in the field of second-language teaching and learning. It offers critical survey articles of recent research on specific topics, second and foreign languages and countries, and invites original research articles reporting on replication studies and meta-analyses. The journal also includes regional surveys of outstanding doctoral dissertations, topic-based research timelines, theme-based research agendas, recent plenary conference speeches, and research-in-progress reports. A thorough peer-reviewing procedure applies to both the commissioned and the unsolicited articles.