A review of Teachers’ Language Assessment Literacy in the Context of Iranian Public EFL Education

This study explores the correlation between assessment literacy and reflective teaching practices among Iranian EFL teachers, drawing on established frameworks and previous research. Using both qualitative and quantitative methodologies, the research identifies key challenges faced by educators in their assessment practices and emphasizes the necessity of professional development initiatives to enhance assessment literacy. The results reveal a significant positive relationship between reflective teaching and effective assessment strategies, leading to improved student outcomes. The study recommends a comprehensive approach that integrates reflective practices into teacher training programs, encourages mentorship opportunities, and promotes a balanced assessment framework combining formative and summative evaluations. By fostering a culture of continuous improvement informed by current literature, this research aims to equip educators with the skills necessary to address the diverse learning needs of their students effectively.

کلیدواژه ها:

Language Assessment ، Language Assessment Literacy ، Reflective Teaching