Language Assessment Literacy

Abstract

Abstract Language assessment literacy forms the knowledge base needed to conduct language assessment procedures, that is, to design, administer, interpret, utilize, and report language assessment data for different purposes. The term is derived from the genericassessment literacyconcept which refers to the knowledge and skills required for performing assessment‐related actions (Stiggins, 1991; Webb, 2002). Language assessment literacy encompasses not only familiarity with tools and procedures for evaluating students' language abilities, but additional components, particularly the ability to render apt feedback so as to effectively direct learners toward setting and reaching future learning targets. Furthermore, assessment literate professionals are also aware of the ethical aspects involved in the assessment process and of the possible ramifications of putting assessment‐based decisions into practice, hence consequential validity (Messick, 1989).

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