Keywords
Language testing and assessment
ELT teacher education
Curriculum alignment
Document analysis
How to Cite
Abstract
This study examines the alignment of undergraduate Language Testing and Assessment (LTA) course in Turkish English Language Teaching (ELT) programs with international Language Assessment Literacy (LAL) standards. Using qualitative document analysis, publicly available course syllabi from 64 state universities were analyzed based on the CEFR, ALTE, ILTA frameworks, and LAL models. A deductive–inductive coding scheme was employed to identify the presence and distribution of core assessment competencies. The findings indicate a strong emphasis on foundational and technical aspects of language testing, such as item writing, reliability, and exam preparation and underrepresentation of ethical practice, fairness, feedback literacy, score interpretation, and digital assessment. These results suggest a partial and uneven alignment between current LTA curricula and international LAL standards. The study highlights the need for systematic curricular revision to ensure that future language teachers are equipped with a broader, practice-oriented assessment literacy responsive to contemporary educational and technological demands.
References
Arslan, S. (2022). Depicting EFL instructors' language assessment literacy in assessing productive language skills and their perceptions and practices on formative assessment of productive language skills [Unpublished master's thesis]. Başkent University.
Association of Language Testers in Europe. (2011). Manual for language test development and examining. https://www.alte.org/Materials
Association of Language Testers in Europe. (2020). Principles of good practice. https://www.alte.org/Materials
Balbay, S., & Doğan, C. (2021). English language teaching and language teacher education in Turkey: An evolutionary overview. International Journal of Progressive Education, 17(5), 1–13. https://doi.org/10.29329/ijpe.2021.375.23
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/QRJ0902027
Büyükkarcı, K. (2016). Identifying the areas for English language teacher development: A study of assessment literacy. Pegem Eğitim ve Öğretim Dergisi, 6(3), 333–346. https://doi.org/10.14527/pegegog.2016.017
Çankaya, P. (2022). English language teachers' assessment literacy: Identifying assessment needs and beliefs of EFL teachers and teacher candidates [Unpublished doctoral dissertation]. Çanakkale Onsekiz Mart University.
Çelik, S., & Karaca, B. (2014). Improving learner outcomes in EFL: Does early instruction lead to greater achievement? Novitas-ROYAL (Research on Youth and Language), 8(1), 1–10.
Council of Europe. (2020). Common European framework of reference for languages: Learning, teaching, assessment – Companion volume. https://www.coe.int/en/web/common-european-framework-reference-languages/cefr- companion-volume-and-its-language-versions
Council of Europe. (2009). Relating language examinations to the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR). https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=0900001680667a2d#page=165.12
Council of Higher Education. (2020). English language teaching undergraduate program. YÖK.
Cui, Y., Meng, Y., & Tang, L. (2025). Reconsidering teacher assessment literacy in GenAI-enhanced environments: A scoping review. Teaching and Teacher Education, 165, Article 105163. https://doi.org/10.1016/j.tate.2025.105163
Davies, A. (2008). Textbook trends in teaching language testing. Language Testing, 25(3), 327–347. https://doi.org/10.1177/0265532208090158
DeLuca, C., & Klinger, D. A. (2010). Assessment literacy development: Identifying gaps in teacher candidates' learning. Assessment in Education: Principles, Policy & Practice, 17(4), 419–438. https://doi.org/10.1080/0969594X.2010.516643
Doğru, D. (2020). Assessment literacy concepts and practices of EFL teachers in higher education [Unpublished master's thesis]. Bahçeşehir University.
Estaji, M., Banitalebi, Z., & Brown, G. T. L. (2024). The key competencies and components of teacher assessment literacy in digital environments: A scoping review. Teaching and Teacher Education, 141, Article 104497. https://doi.org/10.1016/j.tate.2024.104497
Fulcher, G. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly, 9(2), 113–132. https://doi.org/10.1080/15434303.2011.642041
Genç, Ö. (2019). İngilizce öğretim elemanlarının ölçme ve değerlendirme okuryazarlık yeterliliği açısından değerlendirilmesi (Erciyes Üniversitesi örneği) [Unpublished master's thesis]. Erciyes University.
Gezder, T. (2022). An investigation of Turkish EFL instructors' online assessment literacy: Challenges and opportunities [Unpublished master's thesis]. Ordu University.
Giraldo, F. (2018). Language assessment literacy: Implications for language teachers. Profile: Issues in Teachers' Professional Development, 20(1), 179–195. https://doi.org/10.15446/PROFILE.V20N1.62089
Hatipoğlu, Ç. (2015). English language testing and evaluation (ELTE) training in Turkey: Expectations and needs of pre-service English language teachers. ELT Research Journal, 4(2), 111–128.
Inbar-Lourie, O. (2008). Constructing a language assessment knowledge base: A focus on language testing courses. Language Testing, 25(3), 385–402. https://doi.org/10.1177/0265532208090158
International Language Testing Association. (n.d.). Code of ethics. https://www.iltaonline.com/page/CodeOfEthics
International Language Testing Association. (2024). https://www.iltaonline.com/page/ILTAGuidelinesforPractice ILTA guidelines for practice.
Kırkgöz, Y. (2007). English language teaching in Turkey: Policy changes and their implementations. RELC Journal, 38(2), 216–228. https://doi.org/10.1177/0033688207079696
Kremmel, B., & Harding, L. (2019). Towards a comprehensive, empirical model of language assessment literacy across stakeholder groups: Developing the Language Assessment Literacy Survey. Language Assessment Quarterly, 17(1), 100–120. https://doi.org/10.1080/15434303.2019.1674855
Lam, R. (2014). Language assessment training in Hong Kong: Implications for language assessment literacy. Language Testing, 32(2), 169–197. https://doi.org/10.1177/0265532214554321
Mede, E., & Atay, D. (2017). English language teachers' assessment literacy: The Turkish context. Dil Dergisi, 168(1), 43– 60. https://doi.org/10.1501/Dilder_0000000268
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
Ölmezer-Öztürk, E. (2021). Uncovering the reasons of EFL teachers' unwillingness and demotivation towards being more assessment literate. International Journal of Assessment Tools in Education, 8(3), 596–612. https://doi.org/10.21449/ijate.876714
Ölmezer-Öztürk, E., & Aydın, B. (2019). Investigating language assessment knowledge of EFL teachers. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34(3), 602–620. https://doi.org/10.15295/bmij.v7i1.1066
Öztürk, G., & Aydın, B. (2019). English language teacher education in Turkey: Why do we fail and what policy reforms are needed? Anadolu Journal of Educational Sciences International, 9(1), 181–213. https://doi.org/10.18039/ajesi.520842
Pill, J., & Harding, L. (2013). Defining the language assessment literacy gap: Evidence from a parliamentary inquiry. Language Testing, 30(3), 381–402. https://doi.org/10.1177/0265532213480337
Popham, W. J. (2009). Assessment literacy for teachers: Faddish or fundamental? Theory Into Practice, 48(1), 4–11. https://doi.org/10.1080/00405840802577536
Sarıyıldız, G. (2018). A study into language assessment literacy of preservice English as a foreign language teachers in Turkish context [Unpublished master's thesis]. Middle East Technical University.
Scarino, A. (2013). Language assessment literacy as self-awareness: Understanding the role of interpretation in assessment and in teacher learning. Language Testing, 30(3), 309–327. https://doi.org/10.1177/0265532213480128
Sevimel-Şahin, A. (2019). Exploring foreign language assessment literacy of pre-service English language teachers [Unpublished doctoral dissertation]. Anadolu University.
Sönmez, G., & Köksal, O. (2022). A critical overview of English language education policy in Turkey. Shanlax International Journal of Education, 11(1), 1–9. https://doi.org/10.34293/education.v11i1.5721
Stiggins, R. J. (1991). Assessment literacy. Phi delta kappan, 72(7), 534-539.
Taylor, L. (2013). Communicating the theory, practice and principles of language testing to test stakeholders: Some reflections. Language Testing, 30(3), 403–412. https://doi.org/10.1177/0265532213480338
Topkaya, E. Z. (2013). Teacher educators' evaluation of the English language teaching program: A Turkish case. Novitas-ROYAL (Research on Youth and Language), 7(1), 64–83.
Uztosun, M. S., & Troudi, S. (2015). Lecturers' views of curriculum change at English language teaching departments in Turkey. Novitas-ROYAL (Research on Youth and Language), 9(1), 15–29.
Vogt, K., & Tsagari, D. (2014). Assessment literacy of foreign language teachers: Findings of a European study. Language Assessment Quarterly, 11(4), 374–402. https://doi.org/10.1080/15434303.2014.960046
Xu, Y., & Brown, G. T. L. (2016). Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education, 58, 149–162. https://doi.org/10.1016/j.tate.2016.05.010
Yaman, İ. (2018). 2006 ve 2018 İngilizce öğretmenliği lisans programları üzerine karşılaştırmalı bir değerlendirme. EKEV Akademi Dergisi, 22(76), 149–164.
Yan, X., Zhang, C., & Fan, J. (2018). "Assessment knowledge is important, but...": How contextual and experiential factors mediate assessment practice and training needs of language teachers. System, 74, 158–168. https://doi.org/10.1016/j.system.2018.03.003
Yastıbaş, A. E. (2018). Language assessment literacy of Turkish EFL instructors: A multiple case study [Unpublished doctoral dissertation]. Atatürk University.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.