173 / 2018-08-11 18:22:45

Developing Language Assessment Literacy – perspectives from university administrators

language assessment literacy; university administrators; exploratory factor analysis

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University administrators are important stakeholders in language assessment at the university setting. To date, however, there has been little research investigating the assessment literacy needs of university administrators. To address the gap, a questionnaire was developed and delivered over the Internet to elicit the LAL development needs self-reported by university administrators who are responsible for College English teaching and assessment in selected Chinese universities. Six factors were derived from an exploratory factor analysis, i.e., developing and administering assessment; evaluating assessment; assessment for decision-making; washback and preparation; test score interpretation and communication; local practices. A LAL model of university administrators was established and compared with the Taylor’s (2013) hypothesized model. The empirically derived results contribute to a better understanding of LAL construct at the setting of Chinese universities. The results also provide empirical evidence to support the assessment training program for university administrators.