Language Assessment Literacy

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Language assessment literacy refers to the familiarity of the stakeholders with measurement practices and the application of this knowledge to classroom practices and issues of assessing language (Inbar-Lourie, 2008). Appropriate assessment provides teachers with important information about student performance and about the extent to which learning objectives have been achieved in the classroom. Despite the importance of student progress assessment (Taylor, 2009; Scarino, 2013), many teachers and test users have a limited understand¬ing of assessment essentials (Popham, 2009). Competencies that language teachers need to acquire in order to develop assessment literacy include the ability to understand proper testing practices, use various means of assessment, interpret assessment results, and use the results in their teaching (Boyles, 2005). Language teachers, who also fulfill the role of testers, want a practical text that includes relevant activities. In addition to textbooks, other approaches to develop assessment literacy are traditional as well as face-to-face workshops, online tutorials, reference frameworks, video projects, pre-conference workshops, and series of narrative accounts.
This study can be helpful for all stakeholders including language teachers who also are often testers; an online tutorial is much more beneficial than other ways of assessment literacy, due to its ease of access and no need for participation (Alderson & Huhta, 2005). Using group

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