Using community of practice to characterize collaborative essay prompt writing and its role in developing language assessment literacy for pre-service language teachers

Eric C. Ho, Xun Yan

Research output: Contribution to journalArticlepeer-review

Abstract

Conceptualizing skills for creating language assessments as an important component of language assessment literacy (LAL), this study investigates the activities of essay prompt writing by pre-service teachers for a post-admissions English placement test (EPT) at a large US university, as an effort to explore the potential of collaborative assessment practices in promoting LAL development. Five pre-service teachers, who are novice prompt writers, participated in a semester-long content development process for the EPT. Adopting a community of practice (CoP) perspective, we qualitatively examined group discussions, individual interviews, and written peer feedback and revisions on essay prompts among the prompt writers. Our findings suggest the important role of collaboration in the development of LAL skills related to creating assessments for individual prompt writers.

Original languageEnglish (US)
Article number102569
JournalSystem
Volume101
DOIs
StatePublished - Oct 2021

Keywords

  • Community of practice
  • Integrated writing assessment
  • Item writing
  • Language assessment literacy
  • Peer feedback

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language

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