Exploring language assessment literacy and needs of English teachers at senior high school level

Daniel Yu-Sheng Chang*, Ming Huei Lin, Jia-Ying Lee

*Corresponding author for this work

Research output: Contribution to journalArticle (Academic Journal)peer-review


This study explored the language assessment literacy (LAL) level and language testing and assessment (LTA) needs of 57 English teachers at senior high school level in Taiwan. An LAL test, three quantitative questionnaires and a qualitative survey were administered, conveying the overall LAL level and LTA needs of the participants. The qualitative survey then elicited their perceptions of and perspectives on classroom-based assessments and national high-stakes tests with regard to a newly implemented national curriculum (i.e., 108-Curriculum). The results show that the teachers lack adequate LAL to varying degrees, depending on their demographic background. Additionally, the participants identified some assessment topics, from large standardized testing to applying test results. They also reported their greatest training needs: providing feedback, finding teaching content, and assessing integrated skills. The teachers’ qualitative accounts generated five themes, from education in testing and assessment as a useful tool to the gap between classroom-based assessments and the national tests. The results not only refine assessment modules in the teacher education programme but suggest a direction for the assessment training of English teachers. The study concludes by suggesting future LAL investigations in the English-teaching context of Taiwan or wider international communities.
Original languageEnglish
JournalAsia Pacific Journal of Education
Early online date12 Feb 2024
Publication statusE-pub ahead of print - 12 Feb 2024

Bibliographical note

Publisher Copyright:
© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.


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