The development and argument-based validation of a scale for measuring Vietnamese EFL lecturers’ language assessment literacy

Tóm tắt

This study focuses on the development and argument-based validation of a Language Assessment Literacy (LAL) scale for Vietnamese English as a Foreign Language (EFL) lecturers. Drawing on relevant theoretical frameworks, the study aims to construct a comprehensive model that represents the specific LAL competencies required by Vietnamese EFL lecturers (V-EFLLs). The study develops a self-report instrument, the LAL Scale (LALS), designed to assess lecturers’ knowledge, skills, and attitudes related to language assessment. Using Kane’s (2006) argument-based validation framework, the scale undergoes rigorous validation processes, including expert feedback, focus groups, and psychometric analyses such as Classical Test Theory (CTT) and Rasch analysis. These methods ensure the scale’s validity and reliability in capturing the essential components of LAL within the specific socio-cultural, political, and educational contexts of Vietnam. Four primary inferences guide the validation process: domain definition, evaluation, generalization, and explanation. These inferences assess the comprehensiveness of the scale’s content, the accuracy of scoring, the reliability of the scale across various contexts, and the effectiveness of the LALS in reflecting the construct of LAL. Data were collected from 177 V-EFLLs, and the results demonstrated that the LALS possesses strong psychometric properties, with appropriate levels of item difficulty, discrimination, and internal consistency. The study’s findings highlight the dynamic and context-specific nature of LAL, emphasizing the importance of ongoing professional development and the integration of both traditional and digital assessment tools. By validating a localized LAL framework for V-EFLLs, this research offers significant theoretical contributions, extending the global understanding of LAL and providing a valuable tool for future research and pedagogical practice. The LALS is a practical instrument that can be used for self-assessment, professional development, and policy-making, helping to address the unique LAL needs of EFL lecturers in Vietnam and similar contexts. This study contributes to the broader discourse on LAL by offering a model that is adaptable to diverse educational environments, ensuring the continuous improvement of language assessment literacy among EFL instructors.