Traditional approaches to language assessment have been criticized for their inadequacy in taking account of language learners' potential for development. To obviate this pitfall in traditional assessment, language teachers and researchers have been paying increasing attention to dynamic assessment (DA), which is rooted in Vygotsky's (1978)…

Classroom-based assessment (CBA) takes place in learning environments influenced by myriad individual and contextual factors. Nevertheless, factors related to individual differences and learner psychology are seldom considered in creating instructional environments designed to facilitate learners' use of CBA. This article introduces the concept of…

Teachers' language assessment literacy (LAL) refers to teachers' ability to perform assessment-related tasks. Despite the significant role of language assessment literacy in English language teaching and learning, many teachers reported to have an inadequate ability to perform assessment-related tasks because of the lack of assessment training…

Although a range of studies has explored the effectiveness of group-dynamic assessment (G-DA) and process-based instruction (PBI) in second language (L2) learning, no study has compared the effects of G-DA and PBI on EFL learners' metacognitive awareness (MA) and listening comprehension (LC). Thus, this study aimed to explore the effects of G-DA…

This longitudinal, multi-semester study investigates the Integrated Performance Assessment (IPA) in university-level communicative Spanish classrooms to find out how instructor feedback affects student performance on IPA assessments, if at all, and in what ways do teachers and students use feedback from the IPAs in their teaching and learning, if…

The all-encompassing term "Medical Spanish" references the Spanish used by healthcare professionals. Medical Spanish courses have gained traction as the Spanish-speaking population in the U.S. continues to grow. Consequently, demand for courses in Medical Spanish and other areas of Spanish for Specific Purposes (SSP), a subfield of…

With a communicative approach to language testing, performance assessment has taken on a prominent role in testing systems around the world. Specifically, Task-Based Assessment (TBA) is now being used to make inferences about people's language ability and what they can do with this construct under realistic communicative scenarios. This reflection…

The aim of the current research is to investigate the language assessment literacy perceptions of EFL (English as a Foreign Language) teachers working at state primary, middle, and high schools in Turkey. Another purpose of the study was to investigate how EFL teachers adapted their language assessment skills to the online teaching context during…

Vocabulary learning is an incremental process. Vocabulary knowledge, especially for second-language learners, may develop across a lifetime. Teachers with experience in providing feedback on their students' vocabulary use in writing or speech might have noticed that it is sometimes difficult to pinpoint one aspect of word knowledge. The reason is…

English language education in Thailand is rated poorly internationally and needs improvement. Research identifying the reasons for the l highlights assessment as a key concern since assessment has washback effects on learning. However, little is known about the assessment practices teachers use. This paper has three goals: to identify the…

The 2023 Central States Conference on the Teaching of Foreign Languages was held in Columbus, Ohio on March 9-11. This year's theme, Empathy, Equity, and Empowerment is reflective of the vital work educators do in classrooms every day across the country. The Wikipedia definition of empathy is "the capacity to understand or feel what another…

This study investigated the effects of two types of classroom instructions on EFL learners' oral proficiency by implementing teachers' judgment. Two intact classes of EFL university students studied a compulsory subject of their department under two different types of classroom instruction. The first group of students was trained with explicit…

Dynamic Assessment (DA) is an implicit kind of assessment that most teachers and learners engage in during class time. Although there exists a body of research on the promising effects of DA, the studies have not compared the results across proficiency levels. This study examined the effect of interventionist approach to DA on Iranian English as a…

In L2 assessment research, assessments have traditionally been associated with large-scale testing or formal proficiency tests, primarily to record student achievement (Turner & Purpura, 2016). Classroom-based assessments (CBAs), then, are seen as offshoots of large-scale tests, thus, designed similarly (Turner, 2012). However, CBAs serve a…

One of the main challenges higher educational institutions encounter amid the recent COVID-19 crisis is transferring assessment approaches from the traditional face-to-face form to the online Emergency Remote Teaching approach. A set of language assessment principles, practicality, reliability, validity, authenticity, and washback, which can be…