Correction

This article refers to:

Linking Learners’ Perspectives on Language Assessment Practices to Teachers’ Assessment Literacy Enhancement (TALE): Insights from Four European Countries

Article title: Linking learners’ perspectives on language assessment practices to Teachers’ Assessment Literacy Enhancement (TALE): Insights from four European countries

Authors: Vogt, K., Tsagari, D., & Csépes, I.

Journal: Language Assessment Quarterly

Bibliometrics: Volume 17, Number 4, pages 410-433

DOI: http://dx.doi.org/10.1080/15434303.2020.1776714

In the version of this article originally published, the names of the 4^th and 5^th authors were omitted. Also, the below text was not included in the acknowledgement section.

Here is the information of the authors and acknowledgement text.

4^th author: Anthony Green, Centre for Research in English Language Learning and Assessment (CRELLA), University of Bedfordshire, UK

5^th author: Nicos Sifakis, National & Kapodistrian University of Athens, Greece

Acknowledgement:

We would like to acknowledge the contribution of the following members of the TALE project:

Dr. Iasonas Lamprianou, Department of Social and Political Sciences, University of Cyprus, Cyprus;

Dr. Anna Mavroudi, Department of Education and Lifelong Learning, Faculty of Social and Educational Sciences, NTNU, Norway;

Veronika Froehlich, University of Education Heidelberg, Germany;

Stefania Kordia, School of Humanities, Hellenic Open University, Greece;

Adrienn Fekete, Department of English and American Studies, University of Debrecen, Hungary;

Prof. Liz Hamp-Lyons, Centre for Research in English Language Learning and Assessment (CRELLA), University of Bedfordshire, UK.

The authors apologize for any inconvenience this might have caused.