This special issue brings together cutting edge research and reviews highlighting the issues involved in the understanding of language assessment. Language assessment literacy (LAL) includes skill in the procedures for evaluating language abilities, the ability to build suitable assessments, and just as importantly, the understanding of appropriate mechanisms of feedback that assist learners to improve their target language and reach their short and long-term goals. There are various unresolved issues – that papers may address – such as the gap between stakeholders understanding of dynamic (formative) assessment and their skills in making and applying traditional language tests. The development of procedures that accurately and comprehensively examine stakeholder’s knowledge of language assessment is something that could also be addressed.
Collection published: 18 december 2018
Edited by Hassan Mohebbi and Christine Coombe
This thematic series discusses the applicability of the Common European Framework of Reference for Languages (CEFR) for English language assessment in local contexts and introduces the work on developing a framework for English language education in China.
Collection published: 31 January 2017
Edited by Yan Jin and Guoxing Yu
In the context of educational reform, this collection brings together research reports that look into classroom-based assessment of writing and speaking in the Philippines, as well as a report documenting the process of aligning standards and assessment in the school and department level.
This collection of articles will appeal researchers not only in the Philippines but also in Asia as a whole on assessment reform. The collaborative efforts of researchers will help teachers and educational institutions to increase their assessment literacy and eventually improve teaching and learning.
Collection published: 2 April 2013
Edited by Sterling Plata