Teaching Assessment Literacy to Instructors of Less Commonly Taught Languages: A Research Study


This paper presents findings from a study on changes in assessment knowledge of K-16 LCTL instructors resulting from a hybrid online and face-to-face proficiency assessment training course. Analysis was conducted on pre- and post-course survey responses and assessment tasks developed during the course, and course instructors recorded observations of participant learning. Data indicate that participants (N=29) developed increased awareness of the utility of aligning assessment with instruction but demonstrated gaps in applying some concepts to actual assessment development. The paper proposes strategies for improving future proficiency assessment training to meet LCTL instructors’ unique needs.