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-takers' lack of hands-on experience with language tests.
Razavipour, K. (2013). Assessing Assessment Literacy: Insights From a High-Stakes Test. Journal of Research in Applied Linguistics, 4(1), 111-131.
MLA
Kioumars Razavipour. "Assessing Assessment Literacy: Insights From a High-Stakes Test", Journal of Research in Applied Linguistics, 4, 1, 2013, 111-131.
HARVARD
Razavipour, K. (2013). 'Assessing Assessment Literacy: Insights From a High-Stakes Test', Journal of Research in Applied Linguistics, 4(1), pp. 111-131.
VANCOUVER
Razavipour, K. Assessing Assessment Literacy: Insights From a High-Stakes Test. Journal of Research in Applied Linguistics, 2013; 4(1): 111-131.
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