Planning an Online Assessment Course for English Language Teachers in Latin America

Frank Giraldo, Xun Yan

Research output: Contribution to journalArticlepeer-review


In this article, we report the results of a study through which we collected English language teachers’ needs and wants to design an online language assessment course. Through a mixed-methods approach, we asked 20 teachers from four Latin American countries what they wanted to learn in the course. The teachers wanted a course in which they could address the challenges they faced in assessment; discuss and develop new ways to assess; and learn about authentic, valid, and ethical assessment. Therefore, the findings suggest that the teachers wanted a course that mixed theory, practice, and principles of assessment. Additionally, the course should address emerging topics in English language assessment, namely bilingual assessment and the assessment of learners with special educational needs.

Original languageEnglish (US)
Pages (from-to)147-164
Number of pages18
JournalProfile: Issues in Teachers' Professional Development
Issue number2
StatePublished - Jul 1 2023


  • assessment literacy
  • language assessment literacy
  • language testing
  • teacher professional development

ASJC Scopus subject areas

  • Education
  • Linguistics and Language


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