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Language Assessment Literacy in the Middle East and North Africa (MENA) Region

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Title: Language Assessment Literacy in the Middle East and North Africa (MENA) Region
Language: English
Authors: Davidson, Peter, Coombe, Christine
Source: Arab Journal of Applied Linguistics. Jul 2019 4(2):1-23.
Availability: Faculty of Human and Social Sciences of Tunis, Tunisia. 94 BD du 9 Avril Tunis 1007, Tunisia. Tel: 216-71564797; Fax: 216-567551; Web site: http://www.arjals.com/ojs/index.php/Arjals2016
Peer Reviewed: Y
Page Count: 23
Publication Date: 2019
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Language Tests, Geographic Regions, Second Language Learning, Second Language Instruction, English (Second Language), Test Construction, Test Use, Barriers, Assessment Literacy, Pedagogical Content Knowledge, Teacher Competencies, Foreign Countries, Guidelines, Graduate Study, Online Courses, Faculty Development, Books, Periodicals, Summer Programs, Conferences (Gatherings), Professional Associations
Geographic Terms: Africa, Asia
ISSN: 2490-4198
Abstract: Language assessment literacy (LAL) has become a critical topic in English language teaching since the late 1990s. Unfortunately, this is mainly due to the fact that so many English language teachers are not assessment literate. In other words, many English language teachers lack the knowledge and skills to write good language tests, evaluate the effectiveness of their tests, and use test results in meaningful ways. The purpose of this paper is to critically examine the status of LAL in the Middle East and North Africa (MENA) region. After defining what LAL is, we will discuss why it is important that teachers are assessment literate, and we will examine some of the barriers to teachers becoming assessment literate. We will then propose a course of action to improve LAL amongst teachers, such as devising an Assessment Competency Framework, and helping teachers to become more assessment literate. We will then move on to look at the state of LAL in the MENA region, and finally we will report on a number of initiatives that the Testing, Assessment and Evaluation Special Interest Group (TAE SIG) of TESOL Arabia has implemented to improve LAL amongst English language teachers in the region.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1223332
Database: ERIC
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  Data: Language Assessment Literacy in the Middle East and North Africa (MENA) Region
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  Data: <searchLink fieldCode="SO" term="%22Arab+Journal+of+Applied+Linguistics%22"><i>Arab Journal of Applied Linguistics</i></searchLink>. Jul 2019 4(2):1-23.
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  Data: Faculty of Human and Social Sciences of Tunis, Tunisia. 94 BD du 9 Avril Tunis 1007, Tunisia. Tel: 216-71564797; Fax: 216-567551; Web site: http://www.arjals.com/ojs/index.php/Arjals2016
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  Data: <searchLink fieldCode="DE" term="%22Africa%22">Africa</searchLink><br /><searchLink fieldCode="DE" term="%22Asia%22">Asia</searchLink>
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  Data: Language assessment literacy (LAL) has become a critical topic in English language teaching since the late 1990s. Unfortunately, this is mainly due to the fact that so many English language teachers are not assessment literate. In other words, many English language teachers lack the knowledge and skills to write good language tests, evaluate the effectiveness of their tests, and use test results in meaningful ways. The purpose of this paper is to critically examine the status of LAL in the Middle East and North Africa (MENA) region. After defining what LAL is, we will discuss why it is important that teachers are assessment literate, and we will examine some of the barriers to teachers becoming assessment literate. We will then propose a course of action to improve LAL amongst teachers, such as devising an Assessment Competency Framework, and helping teachers to become more assessment literate. We will then move on to look at the state of LAL in the MENA region, and finally we will report on a number of initiatives that the Testing, Assessment and Evaluation Special Interest Group (TAE SIG) of TESOL Arabia has implemented to improve LAL amongst English language teachers in the region.
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      – Text: English
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        PageCount: 23
        StartPage: 1
    Subjects:
      – SubjectFull: Language Tests
        Type: general
      – SubjectFull: Geographic Regions
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Test Construction
        Type: general
      – SubjectFull: Test Use
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Assessment Literacy
        Type: general
      – SubjectFull: Pedagogical Content Knowledge
        Type: general
      – SubjectFull: Teacher Competencies
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Guidelines
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      – SubjectFull: Graduate Study
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      – SubjectFull: Online Courses
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      – SubjectFull: Africa
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      – SubjectFull: Asia
        Type: general
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      – TitleFull: Language Assessment Literacy in the Middle East and North Africa (MENA) Region
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