2.50
Hdl Handle:
http://hdl.handle.net/10547/224554
Title:
Developing assessment literacy
Authors:
Taylor, Lynda
Abstract:
Language testing and assessment have moved center stage in recent years, whether for educational, employment, or sociopolitical reasons. More and more people are involved in developing tests and using test score outcomes, though often without a background or training in assessment to equip them adequately for this role. Simultaneously, increasing professionalization of the field has led to the generation of standards, ethical codes, and guidelines for good testing practice. Although these can help make assessment practices more transparent and accessible to a wider constituency, they also risk promoting a view of language testing as highly technical and specialized–best left to experts. These trends have implications for both policy and practice. This article reviews efforts to promote understanding of assessment within the field of applied linguistics and within education and society more broadly. The role of professional associations, academic institutions, and commercial organizations in developing assessment literacy is considered, as well as the contribution of published material and other types of training resources. This article reflects on how the international language testing community can encourage the sharing of the core knowledge, skills, and understanding that underpin good quality assessment as widely and accessibly for the benefit of all.
Affiliation:
University of Bedfordshire
Citation:
Lynda Taylor (2009). DEVELOPING ASSESSMENT LITERACY. Annual Review of Applied Linguistics, 29 , pp 21-36
Publisher:
Cambridge University Press
Journal:
Annual Review of Applied Linguistics
Issue Date:
Jun-2009
URI:
http://hdl.handle.net/10547/224554
DOI:
10.1017/S0267190509090035
Additional Links:
http://journals.cambridge.org/abstract_S0267190509090035
Type:
Article
Language:
en
ISSN:
0267-1905; 1471-6356
Appears in Collections:
CRELLA Centre for Research in English Language Learning and Assessment

Full metadata record

DC FieldValue Language
dc.contributor.authorTaylor, Lyndaen_GB
dc.date.accessioned2012-05-18T10:36:59Zen
dc.date.available2012-05-18T10:36:59Zen
dc.date.issued2009-06en
dc.identifier.citationLynda Taylor (2009). DEVELOPING ASSESSMENT LITERACY. Annual Review of Applied Linguistics, 29 , pp 21-36en_GB
dc.identifier.issn0267-1905en
dc.identifier.issn1471-6356en
dc.identifier.doi10.1017/S0267190509090035en
dc.identifier.urihttp://hdl.handle.net/10547/224554en
dc.description.abstractLanguage testing and assessment have moved center stage in recent years, whether for educational, employment, or sociopolitical reasons. More and more people are involved in developing tests and using test score outcomes, though often without a background or training in assessment to equip them adequately for this role. Simultaneously, increasing professionalization of the field has led to the generation of standards, ethical codes, and guidelines for good testing practice. Although these can help make assessment practices more transparent and accessible to a wider constituency, they also risk promoting a view of language testing as highly technical and specialized–best left to experts. These trends have implications for both policy and practice. This article reviews efforts to promote understanding of assessment within the field of applied linguistics and within education and society more broadly. The role of professional associations, academic institutions, and commercial organizations in developing assessment literacy is considered, as well as the contribution of published material and other types of training resources. This article reflects on how the international language testing community can encourage the sharing of the core knowledge, skills, and understanding that underpin good quality assessment as widely and accessibly for the benefit of all.en
dc.language.isoenen
dc.publisherCambridge University Pressen_GB
dc.relation.urlhttp://journals.cambridge.org/abstract_S0267190509090035en_GB
dc.subjectassessmenten_GB
dc.subjectlanguage testingen_GB
dc.subjectlanguage assessmenten_GB
dc.subjectliteracyen_GB
dc.titleDeveloping assessment literacyen
dc.typeArticleen
dc.contributor.departmentUniversity of Bedfordshireen_GB
dc.identifier.journalAnnual Review of Applied Linguisticsen_GB
All Items in UOBREP are protected by copyright, with all rights reserved, unless otherwise indicated.