Exploring the Idea of “Assessment with Learners” in Discussing Language Assessment Literacy

Yuko Goto Butler

doi:10.32038/ltrq.2022.29.06

European KnowledgeDevelopment Institute

Original Research

Exploring the Idea of “Assessment with Learners” in Discussing Language Assessment Literacy

Yuko Goto Butler

Language Teaching Research Quarterly, Volume 29, Pages 92-101, https://doi.org/10.32038/ltrq.2022.29.06

Abstract
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Inspired by Fulcher’s (2012) data-driven approach to language assessment literacy (LAL), I introduce learners’ voices as a way to better understand teachers’ LAL. I also incorporate learnings from recent literature on child development regarding research with children to suggest that we consider assessment with learners in LAL and language assessment studies more generally. Assessment with learners offers a new perspective on discussions of LAL as well as a new means of assisting learners to enhance their own understanding of how assessment works. Drawing from examples in my own work on LAL, I address a few potential benefits of incorporating learners’ voices in LAL discussions. With an emphasis on “by doing” and “learner-centered” elements, assessment with learners can resonate well with Fulcher’s apprenticeship content approach to LAL.

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Keywords

Language Assessment Literacy; Research with Children; Data-driven Approach

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EFL Teachers’ Assessment Literacy: A Contextualized Measure of Assessment Theories and Skills

Author(s) Information

Yuko Goto Butler

Yuko Goto Butler is Professor of Educational Linguistics at the Graduate School of Education at the University of Pennsylvania. She is also the director of the Teaching English to Speakers of Other Languages (TESOL) program at Penn. Her research interests have primarily focused on improving additional language education for young learners in response to the diverse needs of an increasingly globalized and digitalized world. Her work has centered on identifying effective teaching, learning, and assessment methods and strategies that take into account the linguistic and cultural contexts in which instruction occurs.

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Conflict of Interests

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