This research reports on the impact of an online workshop aimed at promoting the language assessment literacy (LAL) of English teacher educators from universities in the south of Brazil.
Language assessment literacy (LAL) encompasses the knowledge, skills and principles required for developing sound assessment practices (Davies, 2008; Giraldo, 2020; Inbar-Lourie, 2008). Promoting LAL in (pre-/in-service) teacher education becomes essential seeing as assessment is the element that integrates teaching and learning (Scaramucci, 2006). Even though teachers are considered central stakeholders in the assessment process (Furtoso, 2008; Giraldo, 2020), they are not always properly trained in the area. Considering this gap, this research investigated ways to promote LAL among English teacher educators from universities in the south region of Brazil. To that end, in 2021 an online language assessment workshop was offered, totaling 20 hours (15 synchronous and 5 asynchronous). This was a qualitative research characterized as a case study (Cohen, Manion & Morrison, 2018; Mackey & Gass, 2005). The data generation instruments were questionnaires, educational policy documents, rubrics from academic genres which were produced in the workshop and recordings of the synchronous meetings. The data will be analyzed through Content Analysis (Bardin, 2011; Saldaña, 2013) in order to identify recurring themes related to the LAL components prioritized in the courses and the impact of the workshop in the educators' practicum, especially taking into account the principle of indirect education (Furtoso, 2008).
