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Classroom Assessment Literacy for L2 Writing Teachers

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Classroom Writing Assessment and Feedback in L2 School Contexts

Abstract

The turn of the twenty-first century has witnessed “a phenomenal increase in the testing and assessment responsibilities placed upon language teachers” (Fulcher 2012, p. 113), and as a result, teachers’ assessment literacy has been a cause for concern and an important topic for discussion and research (Popham 2008; Vogt and Tsagari 2014). More than two decades ago, US assessment scholar Rick Stiggins sounded an alarm about teachers’ inabilities to conduct effective language assessment; he wrote: “we are a nation of assessment illiterates” (Stiggins 1991, p. 535). In the same decade, the UK assessment for learning reform (Black and Wiliam 1998) also triggered considerable interest in teacher assessment literacy. Since then, there has been an increasing realization throughout the world that teacher assessment literacy is underdeveloped (Jin 2010; Popham 2011; Volante and Fazio 2007) and that it warrants urgent attention on teachers’ professional development programs.

The original version of this chapter was revised. An erratum to this chapter can be found at https://doi.org/10.1007/978-981-10-3924-9_11

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Authors and Affiliations

  1. Faculty of Education, The Chinese University of Hong Kong, Hong Kong, Hong Kong

    Icy Lee

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Lee, I. (2017). Classroom Assessment Literacy for L2 Writing Teachers. In: Classroom Writing Assessment and Feedback in L2 School Contexts. Springer, Singapore. https://doi.org/10.1007/978-981-10-3924-9_10

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  • DOI: https://doi.org/10.1007/978-981-10-3924-9_10

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  • Online ISBN: 978-981-10-3924-9

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