Teacher Educators’ Conceptions of Language Assessment Literacy in Norway

In order to gain a deeper understanding of what language assessment literacy (LAL) is and how it can be developed, relevant investigate from the point view different stakeholders (Harding & Kremmel, 2016). As for teacher LAL, this phenomenon has largely been studied teachers’ own perspectives, leaving other stakeholders’ construct underresearched. The current study used an exploratory, qualitative research design educators’ conceptions LAL in Norwegian educational context. Teacher educators are influential stakeholder group education, whose knowledge teaching inform our important ways. Taking Taylor’s (2013) model as starting point, explored five English general well relevance components particular. provides empirical evidence may understood further developed.