Introduction


Background EAP has progressed from a marginal position to become a rich source of empirical research in the field of English Language Teaching (ELT), as well as a major factor in international student success in tertiary education (Hyland & Hamp-Lyons, 2002, pp. 2–3). Confirmation of this situation has been recorded over the course of the last five decades through publications such as Cowie and Heaton (1977), Robinson (1980), Widdowson (1983), Swales (1985), Jordan (1997), Flowerdew and Peacock (2001), Hyland (2006) and Guse and Thornbury (2011), which provide an account of the many and varied approaches, research findings, controversies and increasing levels of expertise that now support EAP teaching contexts.


In recent years, the theme of assessment has been growing in importance in all areas of education, not least in language education. The number of students studying in international contexts through a medium other than their native language has increased rapidly. Consequently, assessment of language as a medium for study in the form of EAP has also become increasingly significant (Blue, Milton & Saville, 2000, p. 7). As a result, assessment can now be seen to be a prevalent practice associated with the teaching and learning of EAP.


What is Assessment Literacy?


The term Assessment Literacy is now commonly used by researchers in language teaching and general education. This has emerged through a consensus in the field of language teaching and general pedagogy that there is a need to describe what language teachers need to know about assessment matters (Inbar-Lourie, 2008; Malone, 2011; Stiggins, 1991; Taylor, 2009), whether they are involved in the process of selecting, administering, interpreting and sharing results of large-scale tests produced by testing or examination boards, or in producing, marking, analyzing and enhancing in-house or classroom-based assessments (Taylor, 2009, p. 24). It is hoped that this book will assist practitioners in developing and maintaining the quality of assessment procedures, so that stakeholders, in particular test-takers themselves, are not disadvantaged.


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Introduction

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