Özmen E. R., Özmen K. S.
THE JOURNAL OF LANGUAGE TEACHING AND LEARNING, cilt.16, sa.2, ss.80-94, 2026 (ESCI)
Özet
This study examines the alignment of undergraduate Language Testing and Assessment (LTA) course in Turkish English Language Teaching (ELT) programs with international Language Assessment Literacy (LAL) standards. Using qualitative document analysis, publicly available course syllabi from 64 state universities were analyzed based on the CEFR, ALTE, ILTA frameworks, and LAL models. A deductive–inductive coding scheme was employed to identify the presence and distribution of core assessment competencies. The findings indicate a strong emphasis on foundational and technical aspects of language testing, such as item writing, reliability, and exam preparation and underrepresentation of ethical practice, fairness, feedback literacy, score interpretation, and digital assessment. These results suggest a partial and uneven alignment between current LTA curricula and international LAL standards. The study highlights the need for systematic curricular revision to ensure that future language teachers are equipped with a broader, practice-oriented assessment literacy responsive to contemporary educational and technological demands.