Study of Writing Assessment Literacy in Classroom and Teacher’s Knowledge, Beliefs and Practices

This study try to investigate, how many teachers have knowledge about how to develop good assessment. Also, it try to know the teachers beliefs and practices. In this research the researcher used a survey to elicit second language writing teachers’ backgrounds and perspectives on assessment. For this study, researcher utilized 233 institute teachers, who teaches English in different levels in Iran. Researcher chose them by Convenience sampling. There were 120 female and 113 male in this study. They had experience of teaching between 2and24 years (M=15). Descriptive statistics were used to answer questions for the overall sample of teachers. The questions included the three domains of interest: knowledge, beliefs, and practice. Qualitative data were collected from survey comments. The data were coded in accordance to the three themes of knowledge, beliefs, and practices. A sub-theme – rubrics – emerged from the data. One of the findings in this study is the effect of linguistic background, which significantly affected both teachers’ practices and knowledge about writing assessment. Teachers reported a high level of assessment literacy, a good grasp of writing assessment, and a wide variety of writing assessment practices. Another finding is teaching experience, which significantly affected beliefs about writing assessment and assessment literacy.

کلیدواژه ها:

writing assessment literacy ، beliefs ، teacher’s knowledge