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Defining and Developing the Assessment Literacy of Foreign Language Teachers
JIN Yan
Abstract：Based on a review of the literature on the definition and the conceptual framework of language assessment literacy，the author proposed a classification of studies conducted in China on language assessment literacy.Cases were then described to demonstrate the focuses and methodologies of research on language assessment literacy.Based on the review of the conceptual framework and research of language assessment literacy，the author put forward suggestions for the development of the language assessment literacy of foreign language teachers in China.It was noted that language assessment literacy is a multi-level，multi-dimensional construct and should be developed by taking into consideration types of assessment activities.Specifically，foreign language teachers should be able to understand and use large-scale language tests，and develop and administer school-based achievement tests and classroom assessment.More importantly，they should pay due attention to the reform policies of China's foreign language education so as to continuously improve the validity and washback of their assessment activities.
Key words：language assessment literacy；conceptual framework；developing route；foreign language teachers
（本文原载《外语教育研究前沿》（原名《中国外语教育》）2018年第2期）
【注释】
[1]本文基于2018年4月20日于北京举办的“第二届英语教学与测评学术研讨会”的主旨发言修改而成，在此向会议主办方北京师范大学外文学院和外语教学与研究出版社表示感谢。