ABSTRACT
Assessments are used for a variety of purposes within Arabic language education, from placing students into programs, to providing learning-oriented feedback, to determining proficiency outcomes and certifying job-related language abilities. This chapter introduces key concepts that underlie the assessment literacy of Arabic language educators, including notions of useful assessment; considerations in selecting, developing, and implementing assessment methods; and issues in assessment validation and evaluation. It also reviews contemporary examples of Arabic language assessments in practice, including classroom-based assessments associated with textbooks and other materials, standardized proficiency assessments like the Oral Proficiency Interview (OPI), computer-based tests, and an increasing array of alternative assessments. Insights into several critical dimensions of Arabic language assessment are offered. The chapter concludes with recommendations for the research and development needs of Arabic language assessment as well as goals for training and dissemination of good practices.
