EFL/ESL Teachers’ Writing Assessment Literacy: State of the Arts

Abbasi, E., Sarani, A., & Mohammadi Nia, M. (2021). Assessment and analysis of writing activities of secondary high school English textbooks: Vision series. Iranian Journal of Applied Language Studies, 13(1), 1-18.

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Brookhart, S. M. (2013a). Classroom assessment in the context of motivation theory and research. In J. H. McMillan (Ed.), Sage handbook of research on classroom assessment (pp. 35-54). Sage.

Brookhart, S. M. (2013b). How to create and use rubrics for formative assessment and grading. Alexandria, VA: Association for Supervision and Curriculum Development.

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Cheng, L., Rogers, T., & Wang, X. (2008). Assessment purposes and procedures in ESL/EFL classrooms. Assessment and Evaluation in Higher Education, 33(1), 9-32.

Cheng, L., & Wang, X. (2007). Grading, feedback, and reporting in ESL/EFL classrooms. Language Assessment Quarterly, 4(1), 85-107.

Coombe, C., Troudi, S., & Al-Hamly, M. (2012). Foreign and second language teacher assessment literacy: Issues, challenges, and recommendations. In C. Coombe, P. Davidson, B. O’Sullivan, & S. Stoynoff (Eds.), The Cambridge guide to second language assessment (pp. 20-29). Cambridge University Press.

Crusan, D., Plakans, L., & Gebril, A. (2016). Writing assessment literacy: Surveying second language teachers’ knowledge, beliefs, and practices. Assessing Writing, 28, 43-56.

Davison, C. (2019). Using assessment to enhance learning in English language education. In X. Gao (Ed.), Second handbook of English language teaching (pp. 433- 454). Springer International Handbooks of Education. https://doi.org/10.1007/978-3-030-02899-2_21.

DeLuca, C., & Bellara, A. (2013). The current state of assessment education: Aligning policy, standards, and teacher education curriculum. Journal of Teacher Education, 64(4), 356-372.

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DeLuca, C., & Klinger, D. A. (2010). Assessment literacy development: Identifying gaps in teacher candidates’ learning. Assessment in Education: Principles, Policy & Practice, 17(4), 419-438.

Earl, L. M. (2013). Assessment as learning: Using classroom assessment to maximize student learning (2nd ed.). Corwin.

Fulcher, G. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly, 9(2), 113–132.

Ghaderpanahi, L., Alavi, S. M., & Karami, H. (2021). Reciprocal contribution of writing attributes to one another. Iranian Journal of Applied Language Studies, 13(1), 51-66. 

Giraldo, F. (2018). Language assessment literacy: Implications for language teachers. Profile: Issues in Teachers’ Professional Development, 20(1), 179-195.

Gullickson, A. R. (1984). Teacher perspectives of their instructional use of tests. The Journal of Educational Research, 77(4), 244-248. 

Green, A. (2014). Exploring language assessment and testing: Language in action. Routledge.

Hasselgreen, A., Carlsen, C., & Helness, H. (2004). European survey of language and assessment needs. part one: General findings. http://www.ealta.eu.org/documents/resources/ survey-report-pt1.pdf.

Heidari, F. (2012). Alternative Assessment procedures in Iranian EFL writing classes: The washback effect and learners’ attitudes. Iranian Journal of Applied Language Studies, 3(1), 51-76. 

Inbar-Lourie, O. (2013a). Guest editorial to the special issue on language assessment literacy. Language Testing, 30(3) 301-307.

Inbar-Lourie, O. (2013b). Language assessment literacy: What are the ingredients?. Paper presented at the 4th CBLA SIG Symposium Programme, University of Cyprus.

Inbar-Lourie, O. (2017). Language assessment literacies and the language testing communities: A mid-life identity crisis? [Conference paper]. The 39th Language Testing Research Colloquium, Universidad de los Andes, Bogotá, Colombia.

Inbar-Lourie, O. (2016). Language assessment literacy. In E. Shohamy, I. Or & S. May (Eds.), Language testing and assessment. (pp. 257–270). Springer International Publishing.

Jeong, H. (2013). Defining assessment literacy: Is it different for language testers and non-language testers?. Language Testing, 30(3), 345-362.

Jin, Y. (2010). The place of language testing and assessment in the professional preparation of foreign language teachers in China. Language Testing, 27(4), 555-584.

King, J. D. (2010). Criterion-referenced assessment literacy of educators. [Unpublished doctoral thesis]. The University of Southern Mississippi.

Kremmel, B., & Harding, L. (2019). Towards a comprehensive, empirical model of language assessment literacy across stakeholder groups: Developing the language assessment literacy survey. Language Assessment Quarterly, 17(1), 100–120.

Lam, R. (2015). Language assessment training in Hong Kong: Implications for language assessment literacy. Language Testing, 32(2), 169-197.

Lee, J. (2019). A training project to develop teachers’ assessment literacy. In E. White & T. Delaney (Eds.), Handbook of research on assessment literacy and teacher made testing in the language classroom (pp. 58-80). IGI Global.

Levi, T., & Inbar-Lourie, O. (2020). Assessment literacy or language assessment literacy: Learning from the teachers. Language Assessment Quarterly, 17(2), 168-182.

Leung, C. (2014). Classroom-based assessment issues for language teacher education. In A. J. Kunnan (Ed.), The companion to language assessment (pp. 1510-1519). John Wiley & Sons, Inc.

Malmir, A., & Bagheri, M. (2019). Instructors and learners’ attitudes about English for science and technology: Learning and target needs of mechanical engineering students. Iranian Journal of English for Academic Purposes (IJEAP), 8(1), 17-34.

Malone, M. (2013). The essentials of assessment literacy: Contrasts between testers and users. Language Testing, 30(3), 329-344.

Masters, G. N. (2013a). Reforming educational assessment: Imperatives, principles and challenges. Australian Education Review 57. Melbourne: Australian Council for Educational Research.

Masters, G. N. (2013b). Towards a growth mindset in assessment. ACER, Victoria.

Mertler C. A. (2009) Teachers’ assessment knowledge and their perceptions of the impact of classroom assessment professional development. Improving Schools, 12, 101-113.

Oescher, J., & Kirby, P. C. (1990). Assessing teacher-made tests in secondary math and science classrooms. Paper presented at the annual conference of the National Council on Measurement in Education, April 17-19, Boston. (ERIC Document Reproduction Service No. ED 322 169).

O’Loughlin, K. (2013). Developing the assessment literacy of university proficiency test users. Language Testing, 30(3), 363–380.

Pill, J., & Harding, L. (2013). Defining the language assessment literacy gap: Evidence from a parliamentary inquiry. Language Testing, 30(3), 381- 402.

Plake, B. S., Impara, J. C., & Fager, J. J. (1993). Assessment competencies of teachers: A national survey. Educational Measurement: Issues and Practice, 12(4), 10-12.

Popham, J. W. (2006). Needed: A dose of assessment literacy. Educational Leadership, 63(6), 84-85.

Popham, W. J. (2009). Assessment literacy for teachers: Faddish or fundamental?. Theory into Practice, 48(1), 4-11.

Popham, W. J. (2011). Assessment literacy overlooked: A teacher educator’s confession. The Teacher Educator 46(4), 265-273.

Popham, W. J. (2014). Classroom assessment: What teachers need to know (7th ed.). Pearson Education.

Rea-Dickins, P. (2001). Mirror, mirror on the wall: Identifying processes of classroom assessment. Language Testing, 18(4), 429-462.

Russell, M. K., & Airasian, P. W. (2012). Classroom assessment: Concepts and applications (7th ed.). McGraw-Hill.

Salehizadeh, S., Shabani, M., & Malmir, A. (2020). Professionalism: The perceptions of Iranian English teachers of competence and performance in language teaching. Iranian Journal of English for Academic Purposes, 9(1), 1-14.

Scarino, A. (2013). Language assessment literacy as self-awareness: Understanding the role of interpretation in assessment and in teacher learning. Language Testing, 30(3), 309-327.

Shepard, L. A. (2013). Foreword. In J. H. McMillan (Ed.), Sage handbook of research on classroom assessment (pp. xix-xxii). Sage.

Stiggins, R. J. (1999). Evaluating classroom assessment training in teacher education programs. Educational Measurement: Issues and Practice, 18(1), 23-27.

Stiggins, R. (2010). Essential formative assessment competencies for teachers and school leaders. In H. L. Andrade & G. J. Cizek (Eds.), Handbook of formative assessment (pp. 233-250). Routledge.

Sultana, N. (2019). Language assessment literacy: An uncharted area for the English language teachers in Bangladesh. Language Testing in Asia, 9 (1), 1-14.

Tajedin, Z., Khatib, M., & Mahdavi, M. (2023). Critical language assessment literacy of EFL teachers: Scale construction and validation. Language Testing, 39(4), 649–678.

Tayyebi, M., & Abbasabadi, M. M. (2020). Classroom-based writing assessment literacy components and needs: Perspectives of in-service EFL teachers in Iran. Journal of Foreign Language Research, 10(3), 588-601.

Taras, M. (2013). Feedback on feedback: Uncrossing wires across sectors. In S. Merry, M. Price, D. Carless, & M. Taras (Eds.), Reconceptualising feedback in higher education: Developing dialogue with students (pp. 30-40). Routledge.

Taylor, L. (2009). Developing assessment literacy. Annual Review of Applied Linguistics, 29(1), 21-36.

Taylor, L. (2013). Communicating the theory, practice and principles of language testing to test stakeholders: Some reflections. Language Testing, 30(3), 403-412.

Vogt, K., & Tsagari, D. (2014). Assessment literacy of foreign language teachers: Findings of a European study. Language Assessment Quarterly, 11(4), 374-402.

Vogt, K., Tsagari, D., & Spanoudis, G. (2020). What do teachers think they want? A comparative study of inservice language teachers’ beliefs on LAL training needs. Language Assessment Quarterly, 17(4), 386-409.

White, E. (2009). Are you assessment literate? Some fundamental questions regarding effective classroom-based assessment. OnCUE Journal, 3(1), 3-25.

Xu, Y., & Brown, G. (2016). Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education, 58, 149–162.

Yamtim, V., & Wongwanich, S. (2014). A study of classroom assessment literacy of primary school teachers. Procedia-Social and Behavioral Sciences, 116, 2998-3004.