语言测评素养再探

Language assessment literacy (LAL), generally understood as the knowledge and praxis related to language testing, plays a decisive role in language assessment. Co-issued by the Ministry of Education and the State Language Commission, China’s Standards of English Language Ability (CSE) has been officially implemented. While exerting profound impact on English teaching and learning, as well as on English assessment in China, this benchmarking document has also created tremendous repercussions in the study of language testing. However, the document is also a new challenge for all stakeholders in China in their endeavor of fostering LAL. CSE may not be fully implemented without the streamlined understanding of language-testing professionals, education administrators and frontline teaching practitioners. This paper, by referring to Jin’s (2018) framework that entails context, principle and practice, revisits LAL from the CSE perspective. Finally, contextualized in terms of the CSE constituents, this paper also highlights the content and principles that are expected of different stakeholders in language tests.

Keywords： language assessment literacy (LAL); China’s Standards of English Language Ability (CSE); teacher development; language testing