| Recommended Reading List |
• Davies, A. (2008). Textbook trends in teaching language testing. Language Testing, 25(3), 327-347. doi:10.1177/0265532208090156 • Fulcher, G. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly, 9(2), 113-132. doi:10.1080/15434303.2011.642041 • Gay, L. R., Mills, G. E., & Airasian, P. W. (2012). Educational research: Competencies for analysis and applications (10th ed.). NJ, US: Pearson Education. • Hatipoglu, C. (2010). Summative evaluation of an English language testing and evaluation course for future English language teachers in Turkey. English Language Teacher Education and Development (ELTED), 13, 40-51. • Hatipoglu, C. (2015). English language testing and evaluation (ELTE) training in Turkey: expectations and needs of pre-service English language teachers. ELT Research Journal, 4(2), 111-128. • Hidri, S. (2018). Introduction: State of the art of assessing second language abilities. In S. Hidri (Ed.), Revisiting the assessment of second language abilities: From theory to practice (pp. 1-19). Cham, Switzerland: Springer International Publishing AG. • Hill, K. (2017). Understanding classroom-based assessment practices: A precondition for teacher assessment literacy. Papers in Language Testing and Assessment, 6(1), 1-17. • Inbar-Lourie, O. (2008). Constructing a language assessment knowledge base: A focus on language assessment courses. Language Testing, 25(3), 385-402. doi:10.1177/0265532208090158 • 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. doi:10.1177/0265532209351431 • Khadijeh, B., & Amir, R. (2015). Importance of teachers’ assessment literacy. International Journal of English Language Education, 3(1), 139-146. doi:10.5296/ijele.v3i1.6887• Lam, R. (2014). Language assessment training in Hong Kong: Implications for language assessment literacy. Language Testing, 32(2), 169-197. doi:10.1177/0265532214554321• Malone, M. E. (2008). Training in language assessment. In E. Shohamy & N. H. Hornberger (Eds.), The Encyclopedia of Language and Education (2nd ed., Vol. 7) (pp. 225-239). Blackwell Publishing.• Miles, M. B., & Huberman, A. M. (1994). An expanded sourcebook: Qualitative data analysis (2nd ed.). US: Sage Publications.• Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). US: Sage Publications.• Pushpanathan, T. (2013). A need for needs analysis. International Journal of Applied Research and Studies, 2(1), 1-6.• Rea-Dickins, P. (2004). Understanding teachers as agents of assessment. Language Testing, 21(3), 249-258. doi:10.1191=0265532204lt283ed• Rogier, D. (2014). Assessment literacy: Building a base for better teaching and learning. English Language Teaching Forum, 3, 2-13.• Royse, D., Staton-Tindall, M., Badger, K., & Webster, J. M. (2009). Needs assessment. US: OUP.• Stabler-Havener, M. L. (2018). Defining, conceptualizing, problematizing, and assessing language teacher assessment literacy. Teachers College, Columbia University Working Papers in Applied Linguistics & TESOL, 18(1), 1-22.• Taylor, L. (2009). Developing assessment literacy. Annual Review of Applied Linguistics, 29, 21-36. doi:10.1017/S0267190509090035• Tsagari, D., & Vogt, T. (2017). Assessment literacy of foreign language teachers around Europe: Research, challenges and future prospects. Papers in Language Testing and Assessment, 6(1), 41-63.• Turk, M. (2018). Language assessment training level and perceived training needs of English language instructors: A mixed methods study (Unpublished master’s thesis). Bahcesehir University, Istanbul, Turkey. • Vogt, K., & Tsagari, D. (2014). Assessment literacy of foreign language teachers: Findings of a European study. Language Assessment Quarterly, 11(4), 374-402.• Wach, A. (2012). Classroom-based language efficiency assessment: A challenge for EFL teachers. Glottodidactica, 39(1), 81-92.• Watanabe, Y. (2011). Teaching a course in assessment literacy to test takers: Its rationale, procedure, content and effectiveness. Cambridge ESOL: Research Notes, 46, 29-34.• Yan, X., Zhang, C., & Fan, J. J. (2018). “Assessment knowledge is important but …”: How contextual and experiential factors mediate assessment practice and training needs of language teachers. System, 74, 158-168. doi:10.1016/j.system.2018.03.003 |
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