‘6.5 sounds a bit better than 6.0?’: a case for embedding language assessment literacy in university teaching staff professional development

Language test scores are often used as one of the entry requirements for university admission, but perceptions of university teaching staff about students’ language proficiency (including those based on test scores) can have far-reaching impact beyond admissions selection – in teaching, learning and assessment. This paper explores what aspects of test score interpretation and use might be useful to embed in professional development for university teaching staff, an emergent theme from a multiple case study involving interviews with admissions personnel in six university admissions contexts. The analysis identified the need to further develop knowledge about the meaning of language test scores and the limits of inferences based on such scores, as well as an appreciation of the complex relationship between language proficiency and academic literacy. We conclude by envisioning an agenda for research and engagement embedding language assessment literacy in professional development programmes for university teaching staff.