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Language Teaching Research Quarterly

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<p style="text-align: justify;"><span style="font-size: 12pt; font-family: 'Book Antiqua', serif; color: black;">Despite efforts to address calls for more language assessment literacy (LAL) training among teachers, few training initiatives emphasize the crucial relationship between assessment and instruction. To address this gap, a comprehensive program was implemented to support and strengthen assessment and teaching across languages at a research-intensive university. This study investigated the program&rsquo;s impact on foreign language (FL) instructors&rsquo; language assessment knowledge and practices, their teaching methods and strategies, the design and choice of teaching materials, and their professional identities. Following a convergent mixed-methods design, our analyses of survey responses (N = 41) and interview responses (N = 14) from FL instructors revealed that a proficiency-oriented, assessment-driven, backward design model was effective in developing their language assessment knowledge and practices, including a deeper understanding of the testing-teaching relationship and task design. The model was also found to positively impact on the participants&rsquo; design and selection of materials and activities, and their teaching methods and strategies. Additionally, the instructors reported multiple positive impacts of the model on their professional identity, including enhanced confidence and sense of agency. This study provides important implications for LAL training and professional development for FL instructors.</span></p>

lter.2025.03.01.pdf

Research Article

lter.2025.03.01.xml

Impact of a Proficiency-Oriented, Assessment-Driven, Backward Design Model on Language Teachers’ Practices and Professional Identity