Characterizing Teachers’ Language Assessment Literacy to Design an Online Assessment Course
This article presents a qualitative case study that characterizes the language assessment literacy (LAL) of five Colombian English-language teachers to inform the design of a context-sensitive LAL course. We analyzed data from questionnaires, interviews, and institutional documents. Findings revealed that teachers’ assessment practices were partially influenced by the communicative approach. On the other hand, teachers’ challenges in assessment include assessing irrelevant criteria and the impact of administrative factors (e.g., national policies), which cause misalignments in assessment. This study emphasizes the need for an LAL course that addresses the design of communicative assessment tasks and methods and that aligns language assessment practices with institutional requirements.