Language Assessment Literacy in Theory and Practice
After examining several definitions of assessment literacy, or basic knowledge of testing, the testing awareness needs of several different groups are discussed. Firstly, what do teachers need to know about testing, and how is this knowledge best delivered to them? Then we observe the needs of stakeholders who are not directly involved in education, namely, policy makers, followed by those of university administrators. Finally the situation in university teaching is presented , and recommendations for improving assessment literacy are suggested. The term literacy has broadened considerably in its scope over the last 100 years. Initially of course it means the ability to read and write, a skill which for many centuries was the exclusive preserve of social elites. In a fairly static society and before the wide availability of texts with the invention of printing, illiteracy was hardly a handicap for the mass of the population. However, with the increasing complexity of society and the resulting need for gaining knowledge by reading and writing, individuals were motivated to make the effort to become literate, and finally in advanced countries the state enforced literacy by providing free compulsory education. Naturally this worked two ways: people were able to advance socially through their knowledge, but the
Language Testing in Colombia: A Call for More Teacher Education and Teacher Training in Language Assessment
Classroom assessment is an integral part of the language learning process and a powerful informed decision-making tool. Unfortunately, not many language teachers in Colombia are trained to make assessment decisions that will engage and motivate students and, as a result, enhance learning. In this article, we present the results of a study that examines teachers’ perceptions about language 
assessment and the way they use language assessments in their classroom. The findings suggest that there is a significant difference in the perceptions that teachers have depending on the level of training they have in language assessment. Thus, we highlight the importance of providing adequate training in language assessment for all prospective language teachers in Colombia. 
 
Key words: Teachers’ perceptions about classroom assessment, assessment use, assessment training 
 
La evaluacion en el aula es parte integral del proceso de aprendizaje de una lengua extranjera y una herramienta poderosa para la toma de decisiones informadas. Infortunadamente, no muchos profesores de lenguas en Colombia tienen formacion para tomar decisiones que permitan que el estudiante participe y este motivado y, como resultado, promuevan el aprendizaje. En este articulo 
presentamos los resultados de un estudio que examina las percepciones de los profesores de lenguas sobre la evaluacion y la forma en que la usan en el aula. Los resultados sugieren que existe una diferencia significativa en la percepcion que tienen los profesores, dependiendo del nivel de formacion que tienen en evaluacion en lenguas. Por lo tanto, resaltamos la importancia de formar adecuadamente en evaluacion a los futuros profesores de lenguas extranjeras en Colombia. 
 
Palabras clave: Percepciones de los docentes sobre la evaluacion en el aula, uso de evaluaciones,formacion en evaluacion
The Intuitive Physics of the Equilibrium of the Lever and of the Hydraulic Pressures: Implications for the Teaching of Elementary Physics.
The research field of intuitive physics focuses on discrepancies between 
theoretical and intuitive physical knowledge. Consideration of these 
discrepancies can help in the teaching of elementary physics. However, 
evidence shows that theoretical and intuitive physical knowledge may also 
be congruent. Physics teaching could further benefit from understanding the 
reasons for this congruence. The present study explored these reasons by 
investigating the intuitive physics of the equilibrium of the lever and of the 
hydraulic pressures. It was found that the intuitive-physics law of the lever 
was multiplicative for all participants while the intuitive-physics law of the 
hydraulic pressures differed among participants. Since these laws are 
equally simple and the layman probably has had extensive experience with 
the lever and scarce or no experience with the hydraulic lift, these findings 
support the general hypothesis that physical laws and corresponding 
intuitive-physics laws are congruent when people have had experience with 
the respective phenomena. The results and theoretical considerations suggest 
two strategic principles for teaching elementary physics.