My research interests include language testing and assessment, teaching/learning, teacher training, materials design and evaluation, differentiated instruction, multilingual and distance education, and learning difficulties. I am the editor and author of several volumes, journal papers, and book chapters and the coordinator of the Classroom-based Language Assessment SIG – EALTA. I am currently coordinating and participating in research projects on second language assessment literacy (www.taleproject.eu), identifying linguistic parameters accounting for progress in proficiency in high-stakes tests and authentic language acquisition in multilingual contexts (www.enrichproject.eu & www.palm-edu.eu/en/).
Fields of study
Critical thinking in primary education
KriT is an interdisciplinary project aiming at developing educational models for critical thinking in primary education using children’s literature and news.
English as a Lingua Franca For Inclusive Multilingual Classrooms (ENRICH)
ENRICH aims at developing a high-quality Continuous Professional Development infrastructure which will empower English language teachers to integrate in multilingual classrooms the current role of English as a Lingua Franca.
Tsagari, Dina (2020). Language Assessment Literacy: concepts, challenges and prospects. In Hidri. S. (ed.) Perspectives on Language Assessment Literacy: Challenges for Improved Student Learning. https://doi.org/10.4324/9781003016083. ISBN: 978-0-367-85969-5. 20 p. Routledge.
Maaoui, Asma; Tsagari, Dina (2020). Inside the Black Box of L2 Reading Ability Measurement: Interfaces between Assessment Literacy and Validity. Tsagari, Dina (Ed.). Language Assessment Literacy: From Theory to Practice. 8. p. 160-191. Cambridge Scholars Publishing.
Tsagari, Dina (2020). Language Assessment Literacy: From Theory to Practice. ISBN: 978-1-5275-4835-0. 332 p. Cambridge Scholars Publishing.
Lamprianou, Iasonas; Tsagari, Dina; Kyriakou, Nansia (2020). The longitudinal stability of rating characteristics in an EFL examination: methodological and substantive considerations. Language Testing .
Vogt, Karin; Tsagari, Dina; Csépes, Ildiko (2020). Linking Learners’ Perspective on Language Assessment Practices to Teachers’ Assessment Literacy Enhancement (TALE): Insights from Four European Countries. Language Assessment Quarterly. An international journal .
Vogt, Karin; Tsagari, Dina; Spanoudis, George (2020). What Do Teachers Think They Want? A Comparative Study of In-Service Language Teachers’ Beliefs on LAL Training Needs. Language Assessment Quarterly. An international journal .
Kektsidou, Nantia; Tsagari, Dina (2019). Using DIALANG to track English language learners' progress over time. Papers in Language Testing and Assessment: An international journal of the Association for Language Testing and Assessment of Australia and New Zealand. . Vol. 8.
Kouvdou, Androniki; Tsagari, Dina
Towards an ELF-aware assessment paradigm in EFL contexts.
Sifakis, Nicos; Tsantila, Natasha (Ed.).
English as a Lingua Franca for EFL Contexts. Kapittel 13. p. 227-246.
Nijakowska, Joanna; Tsagari, Dina; Spanoudis, George (2018). English as a foreign language teacher training needs and perceived preparedness to include dyslexic learners: The case of Greece, Cyprus, and Poland. Dyslexia . Vol. 24.
Tsagari, Dina; Vogt, Karin; Froehlich, Veronika; Csépes, Ildiko; Fekete, Adrienne; Green, Antony; Hamp-Lyons, Liz; Sifakis, Nicos; Kordia, Stefania (2018). Handbook of Assessment for Language Teachers (http://taleproject.eu/pluginfile.php/2129/mod_page/content/12/TALE%20Handbook%20-%20colour.pdf). ISBN: 978-9925-7399-0-5. 218 p.
Tsagari, Dina (2020). The value of the ENRICH project: the perspectives of mentors. Webinar. ENRICH, Erasmus+ (www.enrichproject.eu). Organised by University of Roma Tre, Italy..
Tsagari, Dina (2020). Three years later: Development of R&D. Research Seminar. English Section, GFU/LUI, OsloMet.
Tsiplakou, Stavroula; Tsagari, Dina (2020). On the washback effects of national, high-stakes examinations: A longitudinal case study from Greece. 24th Conference of the International Symposium on Theoretical and Applied Linguistics (ISTAL24). University of Thessaloniki, Greece.
Maaoui, Asma; Tsagari, Dina; Dammak, Hanen (2020). Assessment under the COVID-19 Crisis: Teachers’ Assessment Literacy vs their Perceptions of Assessment Accommodations. 10th CBLA SIG online Meeting, EALTA. EALTA CBLA SIG.
Tsagari, Dina; Liontou, Trisevgeni (2019). Reading and Test-taking Strategies used in the TOEFL Junior Standard Reading Test: Evidence from Retrospective Think-Aloud Protocols. 20th Conference of the Association for Educational Assessment Europe (AEA-Europe), Lisbon, Portugal..
Tsiplakou, Stavroula; Tsagari, Dina (2019). Ideology and language assessment: the case of the Panhellenic examinations for language. Plenary Talk. ‘Ιdeology, Language Communication and Education’, University of Thessaly, Volos, Greece.
Tsiplakou, Stavroula; Tsagari, Dina (2019). Teaching to the test for National, High-stakes examinations and its implications for literacy learning. 3rd International Conference ‘Literacy and Contemporary Society: Identities, Texts, Institutions. Pedagogical Institute of Cyprus and University of Cyprus. Filoxenia Conference Centre, Nicosia, Cyprus.
Tsiplakou, Stavroula; Tsagari, Dina (2019). The case of Greek National Language Test for University Admission. 16th Annual Conference of the European Association of Language Testing and Assessment (EALTA), University College Dublin, Ireland.
Lopriore, Lucilla; Tsagari, Dina (2019). Multilingual Assessment Competences and Practices in Europe: ENRICH Erasmus+. 16th Annual Conference of the European Association of Language Testing and Assessment (EALTA), University College Dublin, Ireland.