TEACHER EDUCATORS’ CONCEPTIONS ON LANGUAGE ASSESSMENT LITERACY: A CASE STUDY FROM TÜRKİYE

Abstract

This study investigated how teacher educators in Türkiye conceptualize Language Assessment Literacy and the relevancy of Taylor‘s (2013) Language Assessment Literacy model in the Turkish context. This qualitative research was carried out with faculty members working in English Language Teaching departments of various universities in Türkiye. Data collection was conducted using a semi-structured interview guide and closed-response questionnaire items developed by Bøhn and Tsagari (2021). According to the findings of this study, the perceptions of teacher educators regarding Taylor‘s Language Literacy Model have revealed a framework comprising theoretical knowledge of assessment, competence in scoring and statistics, language pedagogy knowledge, content knowledge, and social context knowledge. The research findings suggested the need for establishing a comprehensive Language Assessment Literacy culture within the language assessment field.