SIG Online event: Towards a shared understanding of AI literacy for language assessment.
What does AI literacy mean for language assessment professionals? What knowledge and competences do we need to use AI responsibly and effectively? Does AI literacy look different in large-scale testing and classroom-based assessment?
The EALTA AI for Language Assessment SIG invites you to a free online event bringing together researchers developing conceptualisations and frameworks of AI literacy for the language assessment profession. The event will include three presentations followed by a moderated discussion, questions from the audience, and live polling.
Date: Thursday, 29 October 2026
Time: 15:00–16:30 CET
Format: Online via Microsoft Teams
Register here: https://forms.gle/s5qicBoHB2dSVckA9
Presentations
Future-facing Language Assessment Literacy for teachers
As AI transforms educational as well as language assessment, conceptualisations of Language Assessment Literacy (LAL) must expand to integrate AI literacy. However, AI literacy needs to be embedded into a broader vision of LAL that integrates future-facing aspects, AI literacy included. The presentation proposes an expanded framework for LAL that integrates technological, pedagogical, socio-ethical, and contextual dimensions. Particular attention is given to AI-mediated assessment practices, inclusive and multilingual approaches, ethical use of assessment (data), and assessment practices that support learner engagement and well-being. Implications are discussed for teacher education and professional development.
Dr. Karin Vogt is Professor of English Language Pedagogy at the University of Education, Heidelberg, Germany. Her research spans language assessment literacy, classroom-based and multilingual assessment, task-based language teaching, and inclusive ELT. She serves on the EALTA’s Board of Trustees and the German Association for Foreign Language Research, and co-convenes EALTA’s Multilingual Language Assessment SIG.
Dr. Dina Tsagari is Professor at the Department of Primary and Secondary Teacher Education, Oslo Metropolitan University, Norway. Her research spans language testing, materials design, differentiated and inclusive instruction, multilingualism, and teacher education internationalization. She has authored and edited numerous books, journal articles, and book chapters, and coordinates research groups including CBLA SIG-EALTA and EnA OsloMet.
Assessment-focused AI literacy for higher education language teachers: Framework conceptualization
The rapid growth of AI in various aspects of education is so remarkable that equipping teachers with assessment-focused AI (AFAI) literacy for ethically and responsibly integrating it into their assessment practices ‒or excluding it‒ has become essential. AFAI literacy is indeed the novel literacy that needs to be incorporated into teachers’ training and professional development programs. For that to happen, AFAI literacy needs to be conceptualized to help teachers implement it in practice. This presentation proposes an AFAI literacy framework to make the combination of AI-assessment literacy and, consequently, its implementation, more structured.
Dr. Karim Rezagah holds a PhD in Applied Language Studies. His research interests include classroom assessment, teachers’ assessment literacy, teachers’ professional development, and the use of AI in classroom assessment. His publications have appeared in the International Journal of Language Testing, Language Testing in Asia, and Language Assessment Quarterly.
Conceptualising AI literacy for the language assessment profession
The presentation proposes a definition of AI literacy for language assessment, positioning it as an essential component of LAL in both large-scale and classroom contexts. It conceptualises what AI literacy entails for two stakeholder groups: practitioners in large-scale operational testing and teachers conducting classroom-based assessment. Drawing on UNESCO’s (2024) Acquire-Deepen-Create progression, it proposes progression levels tracing how AI literacy develops across professional stages in the two contexts, illustrated through an example in item writing.
Dr. Olena Rossi holds a PhD in language assessment from Lancaster University (UK) and works as an independent assessment consultant, based in Italy. Olena’s research interests centre on the applications of AI to the test development process. Olena is a founding convenor of the EALTA’s AI for Language Assessment SIG.
Dr. Stefan O’Grady is a Lecturer in Academic English and TESOL at the University of St Andrews (UK). He holds a PhD in language learning and assessment and his work has been published in journals such as Language Testing, Language Teaching Research, and Journal of English for Academic Purposes.
Dr. Nazlınur Gokturk is a Senior Assessment Impact Researcher at Oxford University Press. She holds a PhD in Applied Linguistics and Technology from Iowa State University. She has published in journals such as Language Testing, Language Assessment Quarterly, and the Journal of English for Academic Purposes. |
