Professional Development for Assessment Literacy in English-Medium Instruction: Rapid Technological Change
Assessment, Testing and Evaluation in English-Medium Instruction: Challenges, Innovations and Future Directions, Nouria MESSAOUDI,Amel MEBARKI,Boualem BENGHALEM, Editör, nashirona, Al-Jazair, ss.97-115, 2026
- Yayın Türü: Kitapta Bölüm / Ders Kitabı
- Basım Tarihi: 2026
- Yayınevi: nashirona
- Basıldığı Şehir: Al-Jazair
- Sayfa Sayıları: ss.97-115
- Editörler: Nouria MESSAOUDI,Amel MEBARKI,Boualem BENGHALEM, Editör
- İstanbul Üniversitesi-Cerrahpaşa Adresli: Evet
Özet
The increasing adoption of English as a language for instruction globally has created a disparity
between the need for a focus on how educators deliver lessons and how they assess students. Effective
assessment can drive student learning and academic success, making it essential that instructors of
preparatory programs are able to assess both their students' foundational disciplinary competence as
well as their level of English proficiency at the same time. This presents an additional challenge for
program instructors because they must develop an AL (assessment literacy) specific to both forms of
assessment. Unfortunately, the development of specialized AL through professional development has
not yet reached a level of maturity as needed in higher education settings. This chapter discusses how
practices in classrooms, reflections of instructors, and policies at institutions demonstrate a
disconnection between summative assessment as the primary measure of achievement in skill-based
courses, while competency-based courses typically utilize formatassessment and provide feedback
based upon the established competencies. Through the analysis of practices and reflections of
instructors, a multifaceted framework for EMI AL is presented, which incorporates the concept of
conceptual knowledge, pedagogical skills, reflective disposition, and contextualized understanding in
developing EMI AL. To develop this EMI AL, the chapter proposes a contextualized development model
based upon the use of reflective practice, mentoring support, and collaboration for the design of
assessment procedures to increase teaching quality and student learning outcomes.