In the field of applied linguistics, for the past fifteen years, there have been discussions about language assessment literacy (LAL) —the knowledge, skills, and principles related to assessing language ability— (Davies, 2008; Fulcher, 2012). However, the field lacks research on the professional development of language teachers, particularly pre-service language teachers, through training in language assessment. Our paper focuses on the preliminary findings of an action research study whose goal is to identify the impact of a language assessment course for pre-service teachers in a language teaching program in a state university in Colombia. Data collection for the diagnostic stage of the action research cycle used a multiple-choice questionnaire for student needs and wants, an open questionnaire for professors, an interview with an expert, and researchers’ journals. Preliminary findings indicate that there is a need to combine theory and practice of language assessment, with an emphasis on current methodologies for language teaching, assessment in bilingual education, and local policies for assessment. The paper highlights recommendations and challenges when designing a language assessment course based on insights from existing literature and includes implications for professional development.

中文翻译：

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职前教师的语言评估素养：不同利益相关者对课程的期望

在应用语言学领域，在过去的十五年中，一直在进行有关语言评估素养（LAL）（与评估语言能力有关的知识，技能和原理）的讨论（Davies，2008； Fulcher，2012）。但是，该领域缺乏通过语言评估培训对语言教师，特别是职前语言教师的专业发展进行研究。我们的论文集中于一项行动研究的初步发现，该研究的目的是确定哥伦比亚州立大学的语言教学计划中的语言评估课程对职前教师的影响。行动研究周期诊断阶段的数据收集使用了针对学生需求和需求的多项选择调查表，针对教授的公开调查表，与专家的访谈，和研究人员的日记。初步发现表明，有必要将语言评估的理论和实践结合起来，重点是当前的语言教学方法，双语教育评估和地方评估政策。本文重点介绍了根据现有文献的见解设计语言评估课程时的建议和挑战，并包括对专业发展的启示。