Document Type : Research Paper

Authors

1 Ph.D. candidate, Department of English, Torbat-e Heydarieh Branch, Islamic Azad University, Torbat-e Heydarieh, Iran.

2 Assistant professor, Department of English, Torbat-e Heydarieh Branch, Islamic Azad University, Torbat-e Heydarieh, Iran

3 Assistant professor, Department of English, Islamic Azad University, Mashhad Branch, Iran,

4 Associate professor, Department of English, Torbat-e Heydarieh Branch, Islamic Azad University, Torbat-e Heydarieh, Iran

10.22054/ilt.2022.63731.639

Abstract

Language assessment literacy has been addressed in a wealth of research. However, many studies have attempted to measure teachers’ assessment literacy, there is still a gap that prompted us to investigate the area from the EFL teachers' assessment literacy needs perspective. To accomplish the purpose, in line with the changes in classroom assessment over the past decades, this study was an attempt to develop and validate an inventory on Teachers Assessment Literacy Needs (TALNs). As the first stage, a set of items was generated through an extensive review of the relevant studies. In the quantitative phase, the developed inventory was administered to 159 English as a foreign language teachers selected through convenience sampling. An inventory construction and validation framework consisting of exploratory analyses was used to examine the construct validity of the proposed inventory. The results indicated that the inventory can be best explained by four components which are knowledge of language assessment literacy, consequences of language assessment literacy, processes of language assessment literacy and teachers’ expectations of Continuing Professional Development (CPD) programs. The TALNs inventory developed in this study aimed to help practitioners and researchers to investigate teachers’ needs in assessment literacy. Fulcher’s (2012) assessment literacy framework was drawn on as the analytic model guiding the study.

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