Abstract:
The overall purpose of this study is to investigate language assessment
knowledge of English as a Foreign Language (EFL) instructors working in
language preparatory programs of the universities in Turkey. The study also
aims to find out EFL instructors’ perceptions of language assessment and its
reflections in their teaching practices. In order to measure their level of language
assessment knowledge, Language Assessment Knowledge Scale (LAKS) was
administered to 195 EFL instructors from different universities. With regard to
the qualitative phase, interviews were conducted with 17 EFL instructors to find
out their perceptions of language assessment and its reflections in the classroom.
The findings demonstrated that EFL instructors had considerable knowledge of
language assessment, and they could reflect their knowledge in their teaching
practice. Also, it was found that certain demographic features, including
educational background, teaching experience, or attending any professional
development training on language assessment, did not have any impact on
EFL instructors’ language assessment knowledge. The findings offer several
implications for EFL instructors regarding language assessment and provide
recommendations for further research in the field of testing and assessment.
Keywords: Testing and assessment; Assessment literacy; Assessment knowledge;
