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Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - Towards a comprehensive, empirical model of language assessment literacy across stakeholder groups
T2 - Developing the Language Assessment Literacy Survey
AU - Kremmel, Benjamin
AU - Harding, Luke
PY - 2020/1/1
Y1 - 2020/1/1
N2 - While scholars have proposed different models of language assessment literacy (LAL), these models have mostly comprised prescribed sets of components based on principles of good practice. As such, these models remain theoretical in nature, and represent the perspectives of language assessment researchers rather than stakeholders themselves. The project from which the current study is drawn was designed to address this issue through an empirical investigation of the LAL needs of different stakeholder groups. Central to this aim was the development of a rigorous and comprehensive survey which would illuminate the dimensionality of LAL and generate profiles of needs across these dimensions. This paper reports on the development of an instrument designed for this purpose: the Language Assessment Literacy Survey. We first describe the expert review and pretesting stages of survey development. Then we report on the results of an exploratory factor analysis based on data from a large-scale administration (N = 1086), where respondents from a range of stakeholder groups across the world judged the LAL needs of their peers. Finally, selected results from the large-scale administration are presented to illustrate the survey’s utility, specifically comparing the responses of language teachers, language testing/assessment developers and language testing/assessment researchers.
AB - While scholars have proposed different models of language assessment literacy (LAL), these models have mostly comprised prescribed sets of components based on principles of good practice. As such, these models remain theoretical in nature, and represent the perspectives of language assessment researchers rather than stakeholders themselves. The project from which the current study is drawn was designed to address this issue through an empirical investigation of the LAL needs of different stakeholder groups. Central to this aim was the development of a rigorous and comprehensive survey which would illuminate the dimensionality of LAL and generate profiles of needs across these dimensions. This paper reports on the development of an instrument designed for this purpose: the Language Assessment Literacy Survey. We first describe the expert review and pretesting stages of survey development. Then we report on the results of an exploratory factor analysis based on data from a large-scale administration (N = 1086), where respondents from a range of stakeholder groups across the world judged the LAL needs of their peers. Finally, selected results from the large-scale administration are presented to illustrate the survey’s utility, specifically comparing the responses of language teachers, language testing/assessment developers and language testing/assessment researchers.
U2 - 10.1080/15434303.2019.1674855
DO - 10.1080/15434303.2019.1674855
M3 - Journal article
VL - 17
SP - 100
EP - 120
JO - Language Assessment Quarterly
JF - Language Assessment Quarterly
SN - 1543-4303
IS - 1
ER -