ASSESSMENT LITERACY IN LANGUAGE EDUCATION: THE STORY SO FAR
Main Article Content
Abstract
Over the past three decades, there has been a considerable increase in research of assessment literacy in language education or language assessment literacy (henceforth LAL), as evidenced by academic researchers’ growing interest and publications. Given the importance of LAL in the language teachers’ professional development, this paper adopts a systematic review protocol to present a comprehensive literature review on LAL. Based on the analysis of 211 relevant publications identified through the Scopus search engine and using VOSviewer software for bibliometric analysis, this review sheds light on perspectives that have not been thoroughly explored or evaluated by previous studies on the subject. The findings have several implications for the current state of LAL literature, indicating potential future research directions and highlighting existing research gaps. These results provide a robust framework for a deeper understanding of the evolution of research topics, scientific methodologies, and trends in this cutting-edge and captivating field of study.
Article Details
Keywords
Language education, assessment literacy, bibliometric analysis, systematic review
References
Baker, B. A., & Riches, C. (2018). The development of EFL examinations in Haiti: Collaboration and language assessment literacy development. Language Testing, 35(4), 557–581. https://doi.org/10.1177/0265532217716732
Baker HK., Kumar S, Pandey N. (2020). A bibliometric analysis of managerial finance: a retrospective. Managerial Finance. https://doi.org/10.1108/MF-06-2019-0277
Kremmel, B., & Harding, L. (2020). Towards a Comprehensive, Empirical Model of Language Assessment Literacy across Stakeholder Groups: Developing the Language Assessment Literacy Survey. Language Assessment Quarterly, 17(1), 100-120. https://doi.org/10.1080/15434303.2019.1674855
Black, P., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice, 25(6), 551–575. https://doi.org/10.1080/0969594X.2018.1441807
Brindley, G. (2001). Language assessment and professional development. In Elder, C., Brown, A.,
Grove, E., Hall, K., Iwashita, N., Lumley, T., McNamara, T., and O’Loughlin, K. (Eds.) Experimenting with Uncertainty. Essays in Honour of Alan Davies. Cambridge: Cambridge University Press, 126–136.
Brown, H. D., & Abeywickrama, P. (2010). Language assessment: Principles and classroom practices. New York: Pearson Longman.
Callon, M., Law, J., & Rip, A. (1986). Mapping the dynamics of science and technology: Sociology of science in the real world (M. Callon, J. Law, & A. Rip, Eds.) Palgrave Macmillan UK. https://doi.org/10.1007/978-1-349-07408-2
Cheng, L., Rogers, T., & Hu, H. (2004). ESL/EFL instructors’ classroom assessment practices: Purposes, methods and procedures. Language Testing, 21(3), 360–389. https://doi.org/10.1191/0265532204lt288oa
Coombe, C., Vafadar, H., & Mohebbi, H. (2020). Language assessment literacy: What do we need to learn, unlearn, and relearn? Language Testing in Asia, 10. Article 3. https://doi.org/10.1186/s40468-020-00101-6
Davies, A. (2008). Textbook trends in teaching language testing. Language Testing, 25(3), 327–347. https://doi.org/10.1177/0265532208090156
Deygers, B., & Malone, M. E. (2019). Language assessment literacy in university admission policies, or the dialogue that isn’t. Language Testing, 36(3), 347–368. https://doi.org/10.1177/0265532219826390
Ellegaard O, Wallin, JA (2015). The bibliometric analysis of scholarly production: How great is the impact? Scientometrics, 105(3), 1809-1831. 10.1007/s11192-015-1645-z
Fulcher, G. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly, 9(2), 113–132. https://doi.org/10.1080/15434303.2011.642041
Harding, L., & Brunfaut, T. (2020). Trajectories of language assessment literacy in a teacherresearcher partnership: Locating elements of praxis through narrative inquiry. In M. E. Poehner & O. Inbar-Lourie (Eds.), Towards a re-conceptualizationof second language classroom assessment (pp. 61–81). Springer International Publishing. https://doi.org/10.1007/978-3-030-35081-9
Harding, L., & Kremmel, B. (2016). Teacher assessment literacy and professional development. In D. Tsagari & J. Banerjee (Eds.), Handbook of second language assessment (pp. 413–427). De Gruyter Mouton. https://doi.org/10.1515/9781614513827
Inbar-Lourie, O. (2008). Constructing a language assessment knowledge base: A focus on language assessment courses. Language Testing, 25(3), 385–402. https://doi.org/10.1177/0265532208090158
Inbar-Lourie, O. (2013). Guest Editorial to the special issue on language assessment literacy. Language Testing, 30(3), 301–307. https://doi.org/10.1177/0265532213480126
Inbar-Lourie, O. (2017). Language assessment literacy. In E. Shohamy, I. Or, & S. May (Eds.), Language testing and assessment, encyclopaedia of language and education (pp. 257–286). Springer International Publishing. https://doi.org/10.1007/978-3-319-02261-1_19
Lee, J. Y., & Butler, Y. (2020). Reconceptualizing language assessment literacy: Where are language learners? TESOL Quarterly, 54(4), 1098–1111. https://doi.org/10.1002/tesq.576
Malone, M. (2013). The essentials of assessment literacy: Contrasts between testers and users. Language Testing, 30(3), 329–344. https://doi.org/10.1007/978-3-319-02261-1_19
Pill, J., & Harding, L. (2013). Defining the language assessment literacy gap: Evidence from a parliamentary inquiry. Language Testing, 30(3), 381–402. https://doi.org/10.1177/0265532213480337
Taylor, L. (2013). Communicating the theory, practice and principles of language testing to test stakeholders: Some reflections. Language Testing, 30(3), 403–412. https://doi.org/10.1177/0265532213480338
van Eck, N.J., Waltman, L. (2014). Visualizing Bibliometric Networks. In: Ding, Y., Rousseau, R., Wolfram, D. (eds), Measuring Scholarly Impact. Springer, Cham. https://doi.org/10.1007/978-3-319-10377-8_13
Vogt, K., Tsagari, D., & Csépes, I. (2020). Linking learners’ perspectives on language assessment practices to Teachers’ Assessment Literacy Enhancement (TALE): Insights from four European countries. Language Assessment Quarterly, 17(4), 410–433. https://doi.org/10.1080/15434303.2020.1776714
Xu, Y., & Brown, G. T. L. (2016). Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education, 58, 149–162. https://doi.org/10.1016/j.tate.2016.05.010
Yan, X., Zhang, C., & Fan, J. S. (2018). “Assessment knowledge is important, but . . . ”: How contextual and experiential factors mediate assessment practice and training needs of language teachers. System, 74, 158–168. https://doi.org/10.1016/j.system.2018.03.003