Iranian EFL Teachers’ Formative Assessment of Speaking and Its Relationship with Teachers’ Background Variables

This study investigates Iranian in-service EFL teachers' familiarity with formative assessment (FA) of speaking, and its relationship with teachers’ background variables. Using a quantitative approach, the study finds that while teachers show strong conceptual familiarity with FA, their actual classroom practices are less consistent, highlighting a gap between knowledge and implementation. Assessment training was identified as the only background variable significantly associated with higher levels of assessment literacy, which highlights the importance of targeted professional development. The findings suggest that teacher education programs should focus more on practice-oriented training and on providing teachers with practical strategies for implementing formative assessment, particularly for speaking. Finally, the study gives some recommendations for teacher education program and teacher professional development.

کلیدواژه ها:

Formative Assessment ، Formative Assessment of Speaking ، Assessment Literacy