Dina Tsagari

OsloMet – Oslo Metropolitan University · Department of Primary and Secondary Teacher Education

Many researchers have highlighted the central role that assessment plays in second language (L2) classrooms and have expressed the need for research into classroom-based language assessment (CBLA), an area that is gradually coming into its own in the field of language testing and assessment (e.g., Hasselgreen, 2008; Leung, 2014; Hill & McNamara, 20...

The COVID-19 pandemic perhaps produced the largest disturbance our educational systems have ever seen. Assessment was particularly impacted as systems and educators had to identify the most optimal and adequate accommodations to meet both external and classroom-based mandates. When in-person teaching was possible again, various assessment practices...

Questions of what language assessment literacy (LAL) is and how it can be developed have preoccupied researchers, teachers and other stakeholders for a number of years (Berry, Sheehan and Munro 2019, Taylor 2013, Vogt and Tsagari 2014). There are also discussions regarding the extent to which the construct is impacted by contextual factors (Inbar-L...

Digitalisation and inclusion can be understood as transversal topics in pre- and in-service teachers’ professional development. Both topics have attracted considerable research activity. However, questions of digital-inclusive transformation have only rarely been discussed within the field of foreign language teaching. Researchers in the field stat...

Numerous references to ‘new’ literacies have been added to the discourse of various academic and public domains, resulting in a multiplication of literacies. Among them is the term ‘language assessment literacy’ (LAL), which has been used as a subset of Assessment Literacy (AL) (Gan & Lam, 2022) in the field of language testing and assessment and h...

Research has shown that the implementation of dynamic assessment in the second/foreign language (L2) teaching affects students' learning potential and improvement. Ιn this light, the aim of this chapter is to examine the effectiveness of the method of dynamic assessment on improving adult learners' writing skills in Greek as L2 during the Covid-19...

English as a lingua franca (ELF) has challenged English language teaching and learning and has recently impacted teacher education as well as teacher beliefs and practices. Nevertheless, there are very few studies exploring teachers’ beliefs and practices towards ELF-informed assessment. Within the framework of an online ERASMUS+ course, the curren...

This study investigated language educators’ readiness in coping with language assessment during the global outbreak of the COVID-19 pandemic and the enforced move to Emergency Remote Teaching (ERT). This pandemic prompted debates on language assessors’ roles in adjusting to a New Normal. While a good body of research has investigated the role of te...

The paper presents the background, design, implementation and impact of the Continuous Professional Development (CPD) programme of the EU-funded ENRICH Project, which ran from 2018 to 2021. The programme, which has been freely available online since January 2022 (http://enrichproject.eu), aims at implementing the principles and processes of ELF awa...

Τhe current study explored the effect of specific teaching accommodations for English language learners with dyslexia in a Norwegian primary school. Specifically, this single group intervention project investigated the impact of a range of multisensory techniques on spelling skills and motivation. Participants included a special education teacher a...

Language Assessment Literacy (LAL), a relatively new addition to the discourse of various academic and public domains in recent years, refers to the skills, knowledge, methods and techniques needed by various stakeholders in different capacities to design and carry out effective assessment tasks and to make informed and principled decisions based o...

Theories of validity and validation have always formed an essential part of academic work in the field of language testing and have constituted an area of much debate and contestation. On the other hand, both theorising and evidence-gathering processes have been the privilege of few professions in the field. Against the background of more recent de...

The question of what language assessment literacy (LAL) entails continues to preoccupy the research community. In the current study empirical evidence from Norway was gathered in order to inform our understanding of the construct. The focus of the investigation was twofold: First, it explored how Norwegian EFL teachers understand LAL. Secondly, it...

This article contributes to the on-going discussion of parental involvement in the education of children, with emphasis on new and unfamiliar roles of parents during the COVID-19 pandemic. The case study undertaken focuses on parents of first graders who belong to non-vulnerable and vulnerable social groups, and the first-grade teachers of a public...

Language teachers struggle to shift from monolingual ideologies and pedagogical practices, as advocated for in the promotion of multilingualism and inclusive pedagogy. Additionally, the role of English as a multilingua franca pushes English teachers to rethink their beliefs about the language and its use. Even when positive about multilingualism, t...

This research study explores teacher and student perceptions to verify consequential validity and the potential washback effect of a locally developed university-level English language proficiency test which consists of reading and listening-to-writing assessment tasks. The integrated language proficiency test is used upon completion of the English...

The role of interactional corrective feedback in second language assessment has attracted both teachers’ and second language researchers’ interest, as they are concerned with when corrective feedback can be implemented to assist second language acquisition. This quasi-experimental intervention study aims to investigate the impact of two corrective...

The abrupt shift to online learning and teaching shocked the majority of the language education community who had to become familiar with online tools, resources, and adjust their teaching approaches overnight. Beyond the state of alarm, it is now evident that a nexus between innovation and ICT exists. The pandemic has highlighted the critical role...

This study explores interactional corrective feedback in adult beginners’ classrooms of Greek as a Second Language. More specifically, the study aims to investigate the frequency with which teachers of Greek as a Second Language implement corrective feedback in their teaching, as well as the factors that teachers take into consideration when making...

Several studies on peer assessment (PA) have highlighted significant benefits for the learning process such as increased student motivation, enhanced collaborative learning (especially in terms of EFL writing) and improved reflection skills. Research on secondary school teachers’ perceptions of PA is lacking, particularly in English as a Foreign La...

In language testing it is essential to understand the validity of test scores (Kane 2013 & 2016). However, the focus on whether test items/tasks lead to the target language use expected (Bachman and Palmer, 1996) has been somewhat limited especially in validation studies undertaken by examination boards. The present study explores the (content) val...

The question of what language assessment literacy (LAL) entails continues to preoccupy the research community. In the current study empirical evidence from Norway was gathered in order to inform our understanding of the construct. The focus of the investigation was twofold: First, it explored how Norwegian EFL teachers understand LAL. Secondly, it...

ENRICH has placed special emphasis on Evaluation and Quality Assurance (E&QA) aiming at monitoring the progress and evaluating the quality and impact of the project’s activities. In this chapter, E&QA focuses on presenting the monitoring and evaluation activities that lead to the quality assurance of the Continuous Professional Development (CPD) Co...

Language certification has attracted a lot of attention among practitioners, researchers and policy makers in educational contexts around the globe. Given the emphasis placed on certificates in language education, the present study sets out to investigate the impact of language certification on English language teaching and learning in the Cypriot...

The growth in the use of accountability systems and the influence of frameworks in Europe and beyond have increased the importance placed on various stakeholders to deliver high quality assessments. Teachers of English (ELTs) in particular need to acquire appropriate levels of language assessment literacy (LAL), to be able to design and carry out e...

In order to gain a deeper understanding of what language assessment literacy (LAL) is and how it can be developed, it is relevant to investigate it from the point of view of different stakeholders (Harding & Kremmel, 2016). As for teacher LAL, this phenomenon has largely been studied from the teachers' own perspectives, leaving other stakeholders'...

The aim of this study was to validate a 24-item TEPID (Teachers of EFL Preparedness to Include Dyslexics) scale measuring the beliefs of 546 pre-service and in-service teachers of English as a foreign language (EFL) across three countries (Cyprus, Greece, and Poland) on their preparedness to include learners with dyslexia in mainstream foreign lang...

The increasing representation of young language-minority students in school settings around the world and recent insights into multilingualism as a potential reggsource for language learning and development call for a critical study of theoretical and practical implications for the field of language teaching and assessment. Relatively little attent...

This longitudinal study (2002–2014) investigates the stability of rating characteristics of a large group of raters over time in the context of the writing paper of a national high-stakes examination. The study uses one measure of rater severity and two measures of rater consistency. The results suggest that the rating characteristics of individual...

The purpose of the study was to investigate English language teachers’ perceptions of assessment, their language assessment literacy (LAL) levels and their training needs. 113 teachers from Germany and 379 teachers from Greece completed a survey questionnaire. The data were analyzed through a series of RM ANOVAs, correlation analyses, and confirmat...

This article presents results from a needs analysis survey conducted in the first year of a European-funded project entitled ‘Teachers’ Assessment Literacy Enhancement (TALE)’. The survey questionnaire used asked 1788 learners of English in Cyprus, Germany, Greece and Hungary about their experiences of assessment; which of these they considered con...

Attention paid to teachers’ conceptions of assessment and assessment literacy in second language assessment has gained momentum in the last decade. Underpinned by the consideration of a broad view of validity, it has now been recognized that Language Assessment Literacy (LAL) should be studied from a culturally-situated perspective. This study exam...

The current paper presents a case study where an attempt was made to re-purpose an existing language testing system. More specifically, the paper investigated the suitability of an online diagnostic assessment system (DIALANG) for tracking the English language proficiency of three groups of university students in four different skills/aspects over...

Interface between feedback, assessment and distance learning written assignments Η διεπαφή ανατροφοδότησης, αξιολόγησης και γραπτών εργασιών στην εξ αποστάσεως εκπαίδευση Dina TSAGARI Effective feedback is regarded as one of the cornerstones of students' development and progress (Ferris, 2008; Granville & Dison, 2009; Li, 2007). However, seve...

The main objective of this paper is to demonstrate the importance of profiling English Language Teachers' preferences and experiences of ICT in order to inform the design of an online teacher training programme (in Language Testing and Assessment) as part of a major EU project and the relevant teacher training research. http//taleproject.eu The stu...

This chapter aims at demonstrating the applicability of alternative assessment within a multicultural EFL context comprising learners from different lingua-cultural backgrounds with diverse communicative needs. It actually addresses the issue of assessment within an ELF-aware teaching environment, which incorporates basic principles of ELF. In that...

This study examines the effect of demographic variables on the beliefs of teachers of English as a foreign language (EFL) about their preparedness to include dyslexic learners in mainstream classrooms in Greece, Cyprus, and Poland and identifies their professional development needs. Statistically significant multivariate analysis effects were obtai...

The present paper examines the effects of the monolingual and the bilingual approach in the second language (L2) classroom. The outcomes of two Likert type questionnaires and classroom observations have been employed to explore teachers’ and learners’ opinions and actions in order to evaluate how the use of the native language (L1) and the L2 is us...

The main objective of this paper is to demonstrate the importance of profiling English Language Teachers’ preferences and experiences of Information and Communication Technologies (ICT) in order to inform the design of an online teacher training programme in Language Testing and Assessment and the relevant teacher training research. The findings re...

The TALE Project http://taleproject.eu Language Testing and Assessment (LTA) can have a strong impact on the quality of learning outcomes and in many educational systems across Europe, the LTA literacy of many English Language Teachers (ELTs) needs (further) development. As a three-year-long EU-funded project (2015-2018), 'Teachers' Assessment Li...

The concept of literacy has expanded significantly in the course of the last decade to include computer literacy or science literacy in academic and public discourse. The recent focus of attention on classroom-based language assessment has brought the aspect of language assessment literacy (LAL) to the forefront, with foreign language teachers as o...

Washback, impact, and consequences refer to the educational phenomenon when testing (often large-scale and high-stakes), specifically the uses of test scores and the decisions made based on those scores, influence those stakeholders associated with such testing. Washback, impact, and consequences are used in different fields of research, and these...

‘Literacy’, defined as the ability to read and write (Oxford Dictionaries. ‘Literacy’. Retrieved 3/12/2016 from http:// www. oxforddictionari es. com/ definition/ english/ literacy), is closely connected to educational contexts and fundamental for the acquisition of knowledge. Literacy is not only the key to a successful school career, but it also...

https://www.jstor.org/stable/10.13173/medilangrevi.23.2016.0101?seq=1#page_scan_tab_contents

For quite some time now, language assessment research has expanded towards recognizing the unique realities of exam preparation in different contexts. Motivated by constructivist and socio-cultural theories of learning and the influence of Vygotsky’s work in language teaching and learning, the present study explores types of feedback used in high-s...

This edited volume addresses issues that promote the notion of Classroom-based Language Assessment (CBLA) for the academic community and beyond. The book explores recent thinking and research on CBLA within the fields of language testing, assessment and general education based on theoretical and research papers presented at the recent CBLA SIG – EA...

The book Includes chapters on key aspects of second language assessment such as test construct, diagnosis, exam design, and the growing range of public policy, social and ethical issues. Each of the contributors is an expert in their area; some are established names while others are talented newcomers to the field. The chapters present new research...

The poster deals with a new conception of consequential validity within the more recent validity frameworks in language testing and assessment, adding the element of language assessment literacy.

This volume focuses on the principles and practices of second language assessment while considering its impact on society.

Washback, impact, and consequences refer to the educational phenomenon when testing (often large-scale and high-stakes), specifically the uses of test scores and the decisions made based on those scores, influence those stakeholders associated with such testing. Washback, impact, and consequences are used in different fields of research, and these...

Peer assessment (PA), a process by which students' work (oral or written) is assessed by other students of equal status, has received a lot of attention recently (Assessment Reform Group, 1999, 2002). Using data collected from secondary schools in Cyprus, the current study investigates whether PA can improve the writing skills of adolescent student...

Training of pre- and in-service teachers constitutes one of the most important aspects in the quality assurance of language testing and assessment (LTA). For instance, foreign language (FL) teachers have to deal with standardised tests as well as their own classroom-based assessment procedures. This means they need the necessary expertise that can...

The current study investigates the reliability and validity of peer assessment (PA) of writing in secondary education in Cyprus since recent research provides few and mixed findings in this area (Sung, Chang, Chang & Yu 2010). Forty EFL students were involved in the PA of writing after receiving training. The results showed that the correlation bet...

This edited volume discusses the theoretical, ethical and practical considerations involved in the assessment of Second Language Learners (SLLs) with Specific Language Learning Disorders (SpLD), such as dyslexia and Attention Deficit and Hyperactivity Disorder, and with other disabilities like visual and hearing impairments. The volume contains 14...

Content and Language Integrated Learning (CLIL) is an educational approach which involves the integration of subject content and foreign language learning. It has been used as an umbrella term to include forms of bilingualism that have been applied in various countries and contexts for different reasons. The present research explored formative asse...

The value of including student perspectives in identifying learning experiences (such as ideas and assumptions about what constitutes an ideal learning environment or the roles and needs of learners) occupies an important place in distance education (White, 1997). Learners' perspectives are central in this paper, too, as they constitute the core da...

While research into aspects of standardised language tests is growing, the area of ‘classroom-based language assessment’ (CBLA) is still not well-defined and relatively under-researched (Rea-Dickins, 2007, 2008; Tsagari, 2008). Studies investigating CBLA practices within the ESL/EFL school contexts (Davison and Leung, 2002; Davison, 2002) as well a...

The First Certificate in English (Cambridge ESOL) is a well-known language exam in Greece intended to have positive influence on teaching and learning. However, local practitioners believe that the FCE has negative consequences on the curriculum, teaching and learning. This paper explores the relationship between the intended influence of the FCE e...

The review presented and discussed in this paper explores the theoretical underpinnings and research findings of the washback of high-stakes tests in the field of language teaching and testing as well general education and suggests areas and ways of researching the phenomenon in the future. (Contains 1 figure and 1 table.)

Contributions from seven European countries pinpoint major projects, problems, and prospects of reforming public language assessment procedures. Each country has faced unique problems in the reform process, yet there have also been several common themes emerging, such as a focus on multilingualism, communicative skills, standardization, reference t...