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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 11 of 11 1 An Interview with APPLE Lecture Speaker Dr. Richard Donato Frantz, Kelly Katherine; Fernandez, Kaylee; Stabler-Havener, Michelle L.. - 2020 BASE Show details 2 An Interview with APPLE Lecture Speaker Dr. Richard Donato ... Frantz, Kelly Katherine; Fernandez, Kaylee; Stabler-Havener, Michelle L.. - : Columbia University, 2020 BASE Show details 3 New Trends in Pragmatics Assessment Research: An Introduction Beltran, Jorge Luis; Stabler-Havener, Michelle L.. - 2019 BASE Show details 4 Defining, Conceptualizing, Problematizing, and Assessing Language Teacher Assessment Literacy ... Stabler-Havener, Michelle L.. - : Studies in Applied Linguistics and TESOL, 2019 BASE Show details 5 New Trends in Pragmatics Assessment Research: An Introduction ... Beltrán, Jorge; Stabler-Havener, Michelle L.. - : Studies in Applied Linguistics and TESOL, 2019 BASE Show details 6 An Interview with APPLE Lecture Speaker Professor Roy Lyster ... Fernandez, Kaylee; Stabler-Havener, Michelle L.; Lo, Carol. - : Studies in Applied Linguistics and TESOL, 2019 BASE Show details 7 New Trends in Pragmatics Assessment Research: An Introduction ... Beltran, Jorge Luis; Stabler-Havener, Michelle L.. - : Columbia University, 2019 BASE Show details 8 Defining, Conceptualizing, Problematizing, and Assessing Language Teacher Assessment Literacy Stabler-Havener, Michelle L.. - 2018 Abstract: Assessment literacy (AL) empowers teachers (Grabowski & Dakin, 2014) by helping them make better decisions about the development, administration, and use of assessments (Harding & Kremmel, 2016; Popham, 2009). This is crucial because when teachers make erroneous interpretations, which lead to incorrect decisions, students can suffer unintended, negative consequences (Purpura, 2016; Purpura, Brown, & Schoonen, 2015). As essential as AL is to providing quality teaching and learning opportunities, assessment education remains inadequate (Lam, 2015; Mendoza & Arandia, 2009; Vogt & Tsagari, 2014). According to Cheng (2001), teachers spend up to a third of their time in assessment related activities; however, most “do so with little or no professional training” (Bachman, 2000, p. 19-20). In light of the demand for the development of instructor AL, this paper first defines and conceptualizes language assessment literacy (LAL). Then it problematizes LAL through an investigation of empirical studies conducted to explore pre- and in-service teacher education and resources that have been used to develop teachers’ LAL. Finally, it examines how teachers’ LAL levels are evaluated through assessments such as Cambridge University Press’s Teaching Knowledge Test, the edTPA, and state teacher certification Praxis tests. Keyword: Applied linguistics; Education; Educational tests and measurements; Effective teaching; Teachers; Teachers--Certification; Teachers--Certification--Examinations URL: https://doi.org/10.7916/D8VM5W9P BASE Hide details 9 Defining, Conceptualizing, Problematizing, and Assessing Language Teacher Assessment Literacy ... Stabler-Havener, Michelle L.. - : Columbia University, 2018 BASE Show details 10 Learning-Oriented Assessment: The Affective Dimension Stabler-Havener, Michelle L.. - 2014 BASE Show details 11 Learning-Oriented Assessment: The Affective Dimension ... Stabler-Havener, Michelle L.. - : Columbia University, 2014 BASE Show details

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