Frank Giraldo – författare

This collection showcases language assessment literacy, understood as the knowledge, skills, and principles necessary to engage in assessment activities, by problematizing different approaches to its development and offering insights for language teachers and other stakeholders.The volume builds on existing research in LAL, which has thus far focused on defining its scope and charting how stakeholder dependent its development can be, to provide readers with ideas to bridge the gap between LAL research and practice. The book is organized around three parts, each structured around practical applications, from designing materials to workshops and courses to the latest issues in LAL pedagogies, particularly around emergent technologies and their implications for teachers. Case studies from around the world are featured to show these dynamics at work across diverse educational and geographic contexts. In centering the discussion on pedagogical approaches, the collection seeks to advance debates and further research and equip teachers and policymakers with further resources to enhance LAL, both in their own classrooms and as an area of inquiry.This book will be of interest to scholars and stakeholders in language assessment and testing, language education, TESOL, and applied linguistics.

This collection showcases language assessment literacy, understood as the knowledge, skills, and principles necessary to engage in assessment activities, by problematizing different approaches to its development and offering insights for language teachers and other stakeholders.The volume builds on existing research in LAL, which has thus far focused on defining its scope and charting how stakeholder dependent its development can be, to provide readers with ideas to bridge the gap between LAL research and practice. The book is organized around three parts, each structured around practical applications, from designing materials to workshops and courses to the latest issues in LAL pedagogies, particularly around emergent technologies and their implications for teachers. Case studies from around the world are featured to show these dynamics at work across diverse educational and geographic contexts. In centering the discussion on pedagogical approaches, the collection seeks to advance debates and further research and equip teachers and policymakers with further resources to enhance LAL, both in their own classrooms and as an area of inquiry.This book will be of interest to scholars and stakeholders in language assessment and testing, language education, TESOL, and applied linguistics.

This collection showcases language assessment literacy, understood as the knowledge, skills, and principles necessary to engage in assessment activities, by problematizing different approaches to its development and offering insights for language teachers and other stakeholders.The volume builds on existing research in LAL, which has thus far focused on defining its scope and charting how stakeholder dependent its development can be, to provide readers with ideas to bridge the gap between LAL research and practice. The book is organized around three parts, each structured around practical applications, from designing materials to workshops and courses to the latest issues in LAL pedagogies, particularly around emergent technologies and their implications for teachers. Case studies from around the world are featured to show these dynamics at work across diverse educational and geographic contexts. In centering the discussion on pedagogical approaches, the collection seeks to advance debates and further research and equip teachers and policymakers with further resources to enhance LAL, both in their own classrooms and as an area of inquiry.This book will be of interest to scholars and stakeholders in language assessment and testing, language education, TESOL, and applied linguistics.

Language teachers the world over inevitably need to engage in assessing their students'' language ability for various purposes – diagnostic, progress, achievement, etc. Because language assessment is a major task for language teachers, language teaching programs should provide pre-service teachers with opportunities to problematize assessment in the foreign or second language classroom. Educating pre-service teachers for assessment should lead to positive consequences on their in-service work. In this book, the author provides a research-based approach to plan, design, implement, and evaluate a language assessment course for pre-service teachers. The following are some of the central issues addressed in the book:• A conceptualization of Language Assessment Literacy (LAL) –the central constructin the book– and its relationship with language teachers'' professionaldevelopment.• A theoretically and empirically driven approach for planning and designing alanguage assessment course.• A hands-on approach to teaching language assessment to pre-service languageteachers.• Suggestions for teaching the design of assessments for the four language skills.• Suggestions for language teacher educators to discuss and derive ideas forassessment in their language teaching programs.• Real sample items and tasks for teaching and assessing pre-service teachers'' LAL.The author constantly invites teacher educators to reflect upon the theory, research, andpractice presented in the book. In doing so, he encourages these stakeholders to plan andteach language assessment courses that foster the LAL of pre-service teachers'', anoverlooked stakeholder group in LAL discussions."

The language assessment literacy (LAL) of pre-service teachers is garnering interest in language testing and assessment. Preparing these stakeholders to conduct professional assessment practices should be a major goal of language teaching programs in general. In this book, the author offers a methodological framework to educate pre-service teachers through language assessment. The book has these components:• A definition of teachers'' language assessment literacy (LAL), the construct underlying the book.• A project-based framework as the overarching instructional approach for pre-service teachers'' LAL development.• Strategies to teach various areas of language assessment to pre-service teachers.• Numerous ideas on classroom techniques to foster pre-service teachers'' LAL.• Exercises for pre-service teacher educators to problematize and design their context-sensitive LAL initiatives.• A test to diagnose and/or check achievement of pre-service teachers'' LAL.• A glossary of language assessment terms used in the book.The author encourages readers to reflect upon the theoretical and methodological aspects covered throughout the book, while acknowledging the potential benefits and challenges of his proposed pedagogy of LAL. Overall, this book may be a contribution to current and future LAL discussions, especially regarding pre-service teachers'' LAL development.

In the field of language testing, there is a growing interest regarding pedagogical approaches to problematize and foster teachers'' Language Assessment Literacy (LAL). Although relevant LAL research studies report on the contents and teaching methodologies of assessment courses, few report on their entire design, implemen- tation, and evaluation stages. In Language Assessment Literacy for In-Service Teachers: Online Course Planning and Implementation, the author describes and discusses a systematic approach to plan, teach, and evaluate an online language assessment course for English language teachers in the coffee region of Colombia. In particular, the book explores the following LAL issues:• A discussion of LAL and teachers'' professional development, with an emphasis on proposed pedagogies for fostering LAL.• An empirical approach to drawing these teachers'' LAL, designing the online course and accompanying materials, implementing the course, and evaluating it.• Ideas for teaching assessment to language teachers and assessing their LAL. in online environments.• Numerous tasks for teacher educators to problematize their own courses for teachers'' LAL.• Sample data collection instruments and pedagogical materials to elicit and activate teachers'' LAL.Throughout the book, the author constantly invites teacher educators to analyze his proposed approach, while highlighting the challenges and implications inher ent in the enterprise of developing online courses to cultivate teachers'' LAL. In conclusion, this book offers conceptual, pedagogical, and research insights into LAL pedagogies involving in-service language teachers