The Importance of Assessment Literacy for Language Faculty

Language testing is an integral part of teaching and learning, yet most language faculty do not receive adequate training for developing tests (Taylor, [Taylor, L., 2009]). Most have advanced degrees in literary and cultural studies in the target language but often have insufficient training in pedagogy and assessment. This shortcoming is alarming when we consider the advances in research in second language acquisition and, similarly, in the knowledge of how test scores should validly predict communicative ability rather than just reflect the knowledge of language features. Individual and language‐specific departmental consultations can inform teaching and testing practices and ultimately benefit student learning (Scarino, [Scarino, A., 2013]). This article intends to show how assessment literacy for language faculty is supported at a U.S. university language center and how studies in assessment literacy effectiveness were carried out using survey responses. Instructors were open to revising their assessment practices when informed of fundamental measurement principles and by knowledge of test validity. The survey responses provide useful information on the testing topics that had the most meaningful impact on assessment practices and highlight areas still in need of attention.