English Language Teacher Assessment Literacy in Practice

  • Yueting XuEmail author
Reference work entry
Part of the Springer International Handbooks of Education book series (SIHE)


This chapter aims at developing common understandings of teacher assessment literacy in practice within the realm of English language teaching on an international scale. Building upon Xu and Brown’s (Teach Teach Educ 58:149–162, 2016) framework of Teacher Assessment Literacy in Practice (TALiP) and prior studies on language assessment literacy for teachers, this chapter elaborates on what each layer of TALiP means to English language teachers. It first analyzes the essential knowledge base for teachers to effectively assess English language learning, and then reviews research on language teacher conceptions of assessment and on English language teaching contexts to discuss how TALiP mediates, and is mediated by, tensions and dynamics in English teachers’ assessment practices. Evidence from a case study of a university English teacher (Rosa, pseudonym) from a large research project of assessment literacy is used to highlight how the teacher’s TALiP works as compromises are made between her conceptions of assessment and institutional contexts, as well as how she promoted her TALiP through proactive learning about assessment and identity construction as an assessor. It concludes with implications for the research and practice of English language teacher assessment literacy.


English language teachers Teacher assessment literacy in practice 


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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Center for Linguistics and Applied LinguisticsGuangdong University of Foreign StudiesGuangzhouChina

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