Abstract
Teachers’ language assessment literacy (LAL) is crucial for developing and using assessments appropriately. Previous studies show that LAL is shaped by both macro- and micro-contextual factors, highlighting the importance of examining localized LAL. In Japan, Assessment of Learning Based on Analytic Traits (ALBAT), known as kanten-betsu hyoka, is one macro-level factor that strongly influences teachers’ assessment practices. However, limited research has addressed LAL in relation to ALBAT. This study investigated the LAL required for implementing ALBAT and explored teachers’ perspectives on it, using a mixed methods approach with questionnaire data from 79 language teachers in secondary education and interview data from nine teachers. The findings indicate that teachers need higher-level skills to assess “thinking, judging, and expressing” skills and “attitude of proactive learning” compared to “knowledge and skills”. Moreover, the assessment of “attitude of proactive learning” showed distinctive features, revealed through both quantitative and qualitative analyses. Overall, the results demonstrated participants’ voices regarding difficulties in implementing the ALBAT-based grading, derived both from the national policy itself (i.e., a macro-contextual factor) and institutional constraints on ALBAT (i.e., a micro-contextual factor). These findings contribute to understanding how macro-contextual factors such as ALBAT, mediated by micro-contextual factors, interact with teachers’ LAL and their assessment practices.
