Assessing Assessment Literacy: Insights from a High-Stakes Test
Author(s):
Abstract:
This study constitutes an attempt to see what Language assessment literacy (LAL) is for three groups of stakeholders, namely LAL test developers, LAL instructors, and LAL test-takers. The perceptions of the former group were derived from the content analysis of the latest version of the LAL test, and those of the latter 2 groups were assessed through a survey designed by the researcher. Participants were 54 M.A. TEFL students sampled conveniently. Descriptive statistical analysis of the data revealed that for test designers LAL is mainly a matter of knowledge and theory with little importance accorded to skills and even less so to principles. For instructors and test-takers, LAL was perceived to be mainly a matter of skills. Moreover, test-takers perceived of LAL as the most challenging module of the test because of its dealing with statistics, its theoretical nature, and test-taker's lack of hands-on experience with language tests.
Keywords:
Language:
English
Published:
Journal of Research in Applied Linguistics, Volume:4 Issue: 1, Spring 2013
Page:
111
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