| Language assessment literacy: Implications for language teachers F Giraldo Profile Issues in TeachersProfessional Development 20 (1), 179-195, 2018 | 206 | 2018 |
| The impact of a professional development program on English language teachers' classroom performance F Giraldo Profile Issues in TeachersProfessional Development 16 (1), 63-76, 2014 | 116 | 2014 |
| Language assessment practices and beliefs: Implications for language assessment literacy F Giraldo How 26 (1), 35-61, 2019 | 46 | 2019 |
| Language assessment literacy and the professional development of pre-service language teachers F Giraldo, D Murcia Colombian Applied Linguistics Journal 21 (2), 243-259, 2019 | 42 | 2019 |
| Language assessment literacy and teachers’ professional development: A review of the literature F Giraldo Profile Issues in TeachersProfessional Development 23 (2), 265-279, 2021 | 40 | 2021 |
| A post-positivist and interpretive approach to researching teachers’ language assessment literacy F Giraldo Profile Issues in TeachersProfessional Development 22 (1), 189-200, 2020 | 38 | 2020 |
| A diagnostic study on teachers’ beliefs and practices in foreign language assessment F Giraldo Aristizábal Íkala, revista de lenguaje y cultura 23 (1), 25-44, 2018 | 37 | 2018 |
| Language Assessment Literacy for Pre-Service Teachers: Course Expectations from Different Stakeholders. F Giraldo, D Murcia GiST Education and Learning Research Journal 16, 56-77, 2018 | 37 | 2018 |
| A reflection on initiatives for teachers’ professional development through language assessment literacy F Giraldo Profile Issues in TeachersProfessional Development 23 (1), 197-213, 2021 | 34 | 2021 |
| Designing language assessments in context: Theoretical, technical, and institutional considerations F Giraldo How 26 (2), 123-143, 2019 | 18 | 2019 |
| An English for Research Publication Purposes Course: Gains, Challenges, and Perceptions. F Giraldo GiST Education and Learning Research Journal 18, 198-220, 2019 | 15 | 2019 |
| Language assessment literacy for pre-service teachers: Course expectations from different stakeholders. GIST Education and Research Learning Journal,(16), 56-77 F Giraldo, D Murcia | 14 | 2018 |
| Language assessment literacy: Insights for educating English language teachers through assessment F Giraldo HOW 28 (3), 78-92, 2021 | 10 | 2021 |
| Validity and classroom language testing: a practical approach F Giraldo Colombian Applied Linguistics Journal 22 (2), 194-206, 2020 | 10 | 2020 |
| Language assessment practices and beliefs: Implications for language assessment literacy. HOW, 26 (1), 35-61 F Giraldo | 10 | 2019 |
| Task-based language assessment: Implications for the language classroom F Giraldo GIST–Education and Learning Research Journal 21, 209-224, 2020 | 7 | 2020 |
| Language assessment literacy and the professional development of pre-service foreign language teachers F Giraldo Editorial Universidad de Caldas, 2022 | 6 | 2022 |
| The impact of the professional development program on the class of English language teachers’ performance F Giraldo Profile issues of professional development of teachers in, 1, 2014 | 5 | 2014 |
| Statistics for Classroom Language Assessment: Using Numbers Meaningfully. F Giraldo HOW 27 (2), 135-155, 2020 | 3 | 2020 |
| Embedding a learner-led teaching component in the design of an english language curriculum for pre-service teachers' language and teaching identities F Giraldo Pereira: Universidad Tecnológica de Pereira, 2009 | 2 | 2009 |
Daniel Murcia QuinteroProfessor of Applied Linguistics, Universidad Tecnológica de PereiraVerified email at utp.edu.co
