#4057. Correction to: Linking Learners’ Perspectives on Language Assessment Practices to Teachers’ Assessment Literacy Enhancement (TALE): Insights from Four European Countries (Language Assessment Quarterly, (20XX), 17, 4, (410-433), 10.1080/15434303.20XX.1776714)

December 2026publication date
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More details about the manuscript: JCR Q4
Abstract:
This research 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 about their experiences of assessment; which of these they considered conducive to learning and the role feedback played as an instrument of formative assessment. The results showed that practices differed across contexts. Overall, both learners and teachers reported a wide range of skills and areas to be assessed in the EFL classroom with writing, followed by speaking, being assessed the most. Based on the perceptions reported by the learners, the assessment types used revealed rather traditional approaches with frequent use of e.g. discrete-point tests with closed answers, extended writing and translation. Feedback given was mostly restricted to marks and brief comments. Results of the needs analysis were taken as the basis of the online course design for enhancing teachers’ language assessment literacy.
Keywords:
Learners of English; formative assessment; literacy; feedback

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