دانلود کتاب توسعه سواد سنجش زبان: یک مطالعه موردی قوم‌نگارانه درباره مدرسان زبان انگلیسی دانشگاهی در چین

Language testing and assessment have received more attention than ever in language education, particularly in the past decades. They are used to establish a connection between language teaching and learning, as they can tell whether teachers have taught what is expected students to learn and whether students have learned what has been taught (Stiggins, 1995). This connection can be illustrated in three ways. The _irst way is associated with the impact of language testing on instruction and learning, namely, washback (Alderson & Wall, 1993). Washback shows itself mainly in testing culture where high scores are the goal for teaching. The second approach of linking assessment with teaching and learning finds its way into the improvement of curricular driven assessment tasks, which are used to understand how well the objectives of a curriculum have been met (Purpura, 2016; Rea-Dickins, 2004). The third approach to connecting assessment with teaching is to embed assessment throughout the instructional activities and performances. This can be realised by classroom teachers who conduct assessment practices with the purpose of fine-tuning instructions to meet students’ learning needs (Hidri, 2021). The close connection of language testing and assessment with teaching and learning has brought into the forefront stakeholders’ professional knowledge of language testing and assessment. Among various stakeholders, it is teachers who use their assessment professional knowledge to play an important role in classroom assessment (Koh et al., 2019). Language teachers possibly spend from one-third to half of their time on assessment tasks (Cheng, 2001; Coombe et al., 2012). These activities include the design and administration of language assessment, the use of results derived from assessment to make decisions of learners for diverse purposes, and provision of feedback based on assessment data. To ensure the effective implementation and the high quality of these tasks, teachers should have sufficient language assessment literacy (LAL). LAL, a concept originating from assessment literacy in general education, usually cover knowledge, skills, and principles various stakeholders obtain to implement assessment-related activities (Fulcher, 2012; Inbar-Lourie, 2017). Thus, so far, there has been no consensus on its definition. Given the burgeoning assessment responsibilities and accountabilities imposed on teachers (Koh et al., 2018), LAL is urgently required among language teachers. LAL is necessary and significant for language teachers. They need to become assessment literate, as they often have been on the central stage of connecting curriculum, instruction, and assessment (Gareis & Grant, 2015). Sufficient LAL enables teachers to diagnose students’ weaknesses and strengths in learning, provide accurate inferences to students and other stakeholders, and adjust their teaching accordingly. In contrast, insufficient LAL will often, if not always, reduce the reliability and validity of language assessment and, thus, negatively impact instructions and education (Xu & Brown, 2017). Therefore, LAL should be put at the core of successful language teaching and teacher professional development (Cheng & Ma, 2015). In this way, teachers’ LAL can benefit both students’ learning and teachers’ long-term professional well-beings.