This mixed-methods study investigates the relationship between learning-oriented assessment (LOA) literacy and effective teaching among Iranian EFL teachers. LOA integrates assessment with instruction by emphasizing formative feedback, student involvement, and the design of meaningful learning tasks, positioning assessment as a tool to support and…

The significance of teacher's assessment literacy (AL) was originally captured by the 1990 standards for teacher's competence in educational assessment. Competence in assessment has changed with the widespread use of recent technology advancements in educational assessment. Consequently, new measures are needed to measure Teacher Assessment…

Stakeholders in exam-driven countries are responsible for developing test-related tasks to assess the quality of English as a Foreign Language (EFL) teaching and learning. Hence, the language assessment literacy (LAL) of different stakeholders has to be investigated. This mixed-methods study explored the required LAL competencies among two groups…

Teachers' conceptions of assessment, as a dimension of assessment literacy, have an impact on their assessment practices. Chinese teachers of English as a foreign language (EFL) writing hold a range of conceptions of assessment because of the generally poor English writing proficiency of their students, the requirement in higher education for…

Based on sociocultural theory and pragmatism philosophical underpinnings, this study explores the classroom assessment practices of tertiary EFL practitioners, focusing on their alignment with contemporary constructivist assessment trends, methods, and approaches, rather than psychometrical assessments. The study extends knowledge on language…

The literacy demands on our students in the contemporary digital age goes beyond the reading of linguistic texts to include the viewing and representing with multimodal texts that make meanings across semiotic modes. Students need to possess multiliteracies to navigate the complex multimodal communication landscape and schools are responsible to…

Teacher assessment identity (TAI) is an integral element of quality assessment practice and professionalism, which has been widely overlooked in teacher education research. To bridge this gap, the present study explored the dynamism of TAI through an explicit training course. To do so, 22 novice and experienced Iranian EFL teachers completed a…

Research on language assessment knowledge (LAK) of teachers has focused on two major topics: identifying the LAK needs of teachers and developing appropriate LAK tests. Although the prior research findings significantly contributed to our understanding of the parameters of LAK, they were mostly quantitative and did not provide much information…

Pre-service teachers' ability to construct and conduct assessment has been a point of emphasis for decades, and rightfully so. It is crucial that they acquire the necessary knowledge and abilities in their language assessment course during their pre-service teacher education to effectively assess students in their future professional routines. The…

The lack of comprehensive language proficiency assessment models recognizing the nonlinearity and dynamicity of individual differences, as well as the fundamental differences between paper- and computer-assisted language assessments (CALA) served as the rationale to conduct the present study. Drawing on dynamic systems theory, a Nonlinear Dynamic…

This study sought to develop and validate a classroom-based language assessment literacy scale to measure teachers' perceived classroom-based assessment knowledge and practice. Exploratory factor analysis revealed that the scale items clustered around four factors: (a) purposes of assessment and grading, (b) assessment ethics, (c) student…

Reviewing the literature reveals that the role of teacher assessment literacy (TAL) in teacher job stress (TJS) and teacher job burnout (TJB) among English as foreign language (EFL) teachers in Iran has remained largely unexplored. As a result, this mixed-methods study investigated the association between TAL, TJS, and TJB in the Iranian EFL…

Classroom language assessment aims to gather various types of information related to student language learning and use and use it to inform a range of formative-summative decisions, including how to provide feedback to help students improve their learning efficacy, what teaching adjustments are needed, and whether students have demonstrated their…

During the era of accountability in K-12 schools in the U.S., school leaders' and teachers' responsibilities concerning language proficiency assessments extend beyond test administration and determination of eligibility for services. State and federal accountability systems challenge educators and school leaders to use language assessment results…

Formative assessment is a powerful approach to inform, direct, and enhance teaching and learning. To deploy it in classrooms, teachers are expected to be assessment-capable. However, few studies have explored the extent to which teachers are literate in formative assessment applications and their levels of literacy, especially in Chinese tertiary…