This study examines the impact of teacher metapathy, or teachers' capacity to comprehend and sympathize with students' emotional and cognitive requirements, on the academic outcomes of IELTS applicants, such as total band scores, motivation, and language learning orientation. Ten IELTS teachers from five language training centers and 100 IELTS…

Research on language assessment knowledge (LAK) of teachers has focused on two major topics: identifying the LAK needs of teachers and developing appropriate LAK tests. Although the prior research findings significantly contributed to our understanding of the parameters of LAK, they were mostly quantitative and did not provide much information…

Language testing research has suggested that placement accuracy can be an important factor in the consequences of placement decision-making. However, previous studies primarily have used a one-shot teacher judgment of placement accuracy, suffering from a lack of students' perspectives of their time-varying experiences. The present study aimed to…

Recently, we have witnessed a growing interest in developing teachers' language assessment literacy. The ever increasing demand for and use of assessment products and data by a more varied group of stakeholders than ever before, such as newcomers with limited assessment knowledge in the field, and the knowledge assessors need to possess (Stiggins,…

Pearson Test of English Academic (PTE Academic), a high-stakes English language proficiency test, underwent substantial revisions in 2021. The test duration was reduced from 3 h to 2 h by reducing specific task numbers and sections. This study investigates the impact of these changes on teachers' perceptions and teaching practices, areas…

Consequential validity, a facet of construct validity, has been extensively explored by educational psychologists and scholars focused on English language assessment. It is widely recognized that English language instructors must possess a thorough understanding of high-stake language tests. However, the body of research concerning EFL teachers'…

Artificial intelligence (AI) and Intelligent Computer-Assisted Language Assessment (ICALA) are transforming the educational landscape by radically changing how lessons are taught and students are evaluated. As the masterminds behind the curriculum, it is critical to consider the emotional and mental health of teachers who applied ICALA as part of…

It is acknowledged that assessment ethics is an integral part of teacher education. Unlike sizable published research on students' perceptions of assessment in higher education, very little is reported on student teachers' perceptions of assessment ethics across university-based teacher education programs. This study aimed to explore Teaching…

For many years, technology has been applied to improve the quality of language learning and teaching. However, the outbreak of COVID-19 pandemic accelerated the integration of technology in different language learning contexts. The sudden shift to online teaching faced educators with an array of challenges they had not experienced before. In…

In the past decade, language assessment training has increasingly become a key research agenda in language testing and assessment, particularly within the Chinese context. Studies have explored the training of language instructors who provide language testing and assessment courses, the efficacy of assessment training courses, and assessment…

Background: This study aims to develop a low-stakes assessment tool to establish a classroom English language benchmark that Japanese teachers of English can use for their own professional development purposes. To start with, we describe the differences between CLA (Classroom Language Assessment) in Hong Kong and the IDS (Integrative Diagnostic…

Admission in English-medium universities or institutions of higher education depends on the results obtained by candidates in large-scale proficiency tests including Test of English as a Foreign Language (TOEFL) internet-based test (iBT). The structure and administration procedure of the TOEFL iBT speaking test leaves no room for carrying out…

Teachers' assessment literacy has recently captured the attention of scholars across various educational contexts. The literature has it that there is a gap between teachers' assessment practices and national assessment policies. The present study investigated the assessment needs of Iranian EFL teachers in the wake of the new assessment reform,…

Background: This study investigates how the criterion-referenced (CR) approach has impacted relationships between goals, classroom practices, and student achievement in English education in Japan from 1994 to the present, a period covering three government-mandated administrations of a national curriculum (Course of Study). No study has…