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Towards a Comprehensive, Empirical Model of Language Assessment Literacy across Stakeholder Groups: Developing the Language Assessment Literacy Survey

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Title: Towards a Comprehensive, Empirical Model of Language Assessment Literacy across Stakeholder Groups: Developing the Language Assessment Literacy Survey
Language: English
Authors: Kremmel, Benjamin, Harding, Luke
Source: Language Assessment Quarterly. 2020 17(1):100-120.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 21
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Descriptors: Assessment Literacy, Language Tests, Stakeholders, Online Surveys, Models, Test Construction
DOI: 10.1080/15434303.2019.1674855
ISSN: 1543-4303
Abstract: 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.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1237936
Database: ERIC
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  Data: Towards a Comprehensive, Empirical Model of Language Assessment Literacy across Stakeholder Groups: Developing the Language Assessment Literacy Survey
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Assessment+Literacy%22">Assessment Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Stakeholders%22">Stakeholders</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Surveys%22">Online Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Construction%22">Test Construction</searchLink>
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  Data: 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.
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