Revitalizing the Importance of Language Assessment Literacy
Abstract
Assessment is still generally viewed as a summative evaluation that informs instructors of the success or failure of student learning on a quantitative basis. This limited approach could be partially attributable to insufficient preparation and instruction in programs for teacher education and professional development. Consequently, assessment literacy is crucial for teachers. It is essential because it enables teachers to assess, analyse, and utilize student performance data to enhance instruction. The language test affects stakeholders; therefore, it is more vital for them to be literate in the assessment because illiteracy in the assessment leads to wrong assessments and impedes attainment of the assessment's objectives. To avoid unfavourable outcomes for instructors and students, it is crucial for teachers to be literate in language assessment. The purpose of this study is to promote awareness of the importance of assessment literacy (henceforth AL) in the field of English language instruction by examining multiple definitions of language assessment literacy (LAL) , evaluating numerous pieces of research in the field, and proposing some strategies to revitalize LAL. The article ends with some conclusions and suggestions for how future and current teachers can improve their AL skills so that AL can become an important part of teaching English.
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DOI: http://dx.doi.org/10.30870/aiselt.v6i1.17128
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