Abstract

This chapter explores and discusses the development of language assessment competence within the teacher education context. By means of a study on teacher educators in Chile, it sheds light on: • How teacher educators learn about language assessment • How teacher educators teach language assessment to the next generation of language teachers • The concept of teacher learning, with reference to language assessment, as seen through the lens of the sociocultural theory of learning • The importance of communities of practice in learning about language assessment • The role of modelling and reflective practice in teacher education to develop language assessment competence