Conceptualizing skills for creating language assessments as an important component of language assessment literacy (LAL), this study investigates the activities of essay prompt writing by pre-service teachers for a post-admissions English placement test (EPT) at a large US university, as an effort to explore the potential of collaborative assessment practices in promoting LAL development. Five pre-service teachers, who are novice prompt writers, participated in a semester-long content development process for the EPT. Adopting a community of practice (CoP) perspective, we qualitatively examined group discussions, individual interviews, and written peer feedback and revisions on essay prompts among the prompt writers. Our findings suggest the important role of collaboration in the development of LAL skills related to creating assessments for individual prompt writers.

将创建语言评估的技能概念化为语言评估素养 (LAL) 的重要组成部分，本研究调查了职前教师为美国一所大型大学的入学后英语分级测试 (EPT) 进行的论文速写活动，作为努力探索协作评估实践在促进 LAL 发展方面的潜力。五名职前教师，他们是新手提示作家，参与了 EPT 为期一个学期的内容开发过程。采用实践社区 (CoP) 的观点，我们定性地检查了小组讨论、个人访谈、书面同行反馈以及提示作者对论文提示的修改。