Exploring language assessment literacy: A case of perceived needs of two stakeholder groups in Egypt

Abstract

AbstractStakeholders in exam‐driven countries are responsible for developing test‐related tasks to assess the quality of English as a Foreign Language (EFL) teaching and learning. Hence, the language assessment literacy (LAL) of different stakeholders has to be investigated. This mixed‐methods study explored the required LAL competencies among two groups of Egyptian EFL supervisors and teachers and examined the impact of participants' demographic profiles on choosing LAL competencies. The groups prioritized their needs for assessment in language pedagogy. While supervisors were highly demanded to develop and administer language assessments, teachers were highly interested in developing their skills at assessment scoring and rating. Teachers' selection of LAL competencies was influenced by age, educational degree and professional training; whereas supervisors' LAL was impacted by experience and educational degree. The findings of interviews shed light on participants' perceived needs for LAL knowledge and skills, the challenges of achieving LAL, and ways for improvement.