Language assessment literacy in context: achievements, impact, and future directions
Review of the volume Kvasova, O., Kavytska, T., & Osidak, V. (Eds.). (2025). Transforming language teacher assessment literacy: Achievements, impact, way forward (multi-author monograph). PPC "Kyiv University"
DOI:
https://doi.org/10.17721/2663-0303.2025.2.06Keywords:
Language assessment, language teacher assessment literacy, UALTAAbstract
This review examines "Transforming Language Teacher Assessment Literacy: Achievements, Impact, Way Forward," a volume commemorating the 10th anniversary of the Ukrainian Association for Language Testing and Assessment (UALTA) (Kvasova et al., 2025). It comprises 20 chapters organized into three parts: theoretical foundations and institutional achievements, innovative assessment approaches, and classroom-based practices. Featuring contributions from Ukrainian scholars and international experts, the work demonstrates how locally-focused professional associations can advance language assessment literacy through contextualized, collaborative approaches. The review highlights the volume's strengths – scholarly rigor, global-local balance, practical relevance, and comprehensive scope – while also identifying areas for improvement. Particularly significant are chapters addressing trauma-informed assessment and wartime teaching conditions, which extend language assessment literacy into new territory. The volume challenges universalist assumptions in language assessment literacy discourse, demonstrating that local contexts generate knowledge that enriches global scholarship. It serves as both a celebration of UALTA's achievements and a forward-looking resource for language assessment researchers, teacher educators, and practitioners worldwide.
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Kvasova, O., Kavytska, T., & Osidak, V. (Eds.). (2025). Transforming language teacher assessment literacy: Achievements, impact, way forward: contributed volume (multi-author monograph). PPC "Kyiv University"
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