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Professionalism requires that language teachers be assessment literate so as to assess students’ performance more effectively. However, assessment literacy (AL) has remained a relatively unexplored area. Given the centrality of AL in educational settings, in the present study, we identified the factors constituting AL among university instructors and examined the ways English Language Instructors (ELIs) and Content Instructors (CIs) differed on AL. A researcher-made, 50-item questionnaire was constructed and administered to both groups: ELIs (N = 155) and CIs (N = 155). A follow-up interview was conducted to validate the findings. IBM SPSS (version 21) was used to analyse the data quantitatively. Results of exploratory factor analysis showed that AL included three factors: theoretical dimension of testing, test construction and analysis, and statistical knowledge. Further, results revealed statistically significant differences between ELIs and CIs in AL. Qualitative results showed that the differences were primarily related to the amount of training in assessment, methods of evaluation, purpose of assessment, and familiarity with psychometric properties of tests. Building on these findings, we discuss implications for teachers’ professional development.

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Complexity of simultaneous interpreting has long attracted the interest of researchers and led them to explore different linguistic, psychological, cognitive, social, and neurological factors involved in enabling the human mind to perform such a difficult task. Within the framework of cognitive studies of interpreting, the authors of this study aimed at exploring the relationship between selective attention and interpreting performance of undergraduate students of Translation. Interpreting performance was evaluated in terms of content and presentation. A sample of 72 BA students participated in the study and completed a simultaneous interpreting and a selective attention task. Quantitative analysis of the data obtained from the participants led to the conclusion that selective attention had a direct relationship with both content and presentation of simultaneous interpreting performance in the sample as significant correlation was found to exist between the variables. The findings suggest that students with better selective attention are likely to perform better in interpreting tasks, especially in terms of the content of their performance which is concerned with completeness and accuracy of informational content of the interpreted message.