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Table 2 Major areas of assessment illiteracy

From: Language assessment in the new English curriculum in Iran: managerial, institutional, and professional barriers

1.

The terminology in language testing and assessment

2.

How of language assessment

Lack of knowledge about how to design and score listening, speaking, and reading skills

Misconceptions about test validity

Confusing the requirements of norm-referenced and criterion-referenced testing

3.

Why of language assessment

Lack of a clear understanding about the purposes of summative and formative assessment

4.

What of language assessment

Misconceptions about communicative competence and the role of World Englishes