Quasi-experimental design improved language assessment literacy in Iranian EFL teachers, suggesting reflection-for-action enhances pedagogical skills.
In the realm of language education, the efficacy of reflection-for-action on the enhancement of Language Assessment Literacy (LAL) among teachers is crucial. LAL, signifying the capability of educators to craft, manage, and decipher language tests, is an integral component of effective pedagogy. This study dives deep into its impact on English as Foreign Language (EFL) teachers in Iran. Embracing a rigorous pretest-treatment-posttest framework, the research engaged 60 EFL educators from two renowned language institutions in central Iran. These educators were systematically segmented into experimental and control factions. Employing a meticulously crafted LAL inventory, alterations in educators' literacy were gauged. Encouragingly, both clus-ters highlighted an upswing in post-test scores. However, it was discernible that reflection-for-action had a more pronounced positive influence on the experimental group, especially in realms such as "Administering, Scoring, and Interpreting the Results of Assessment" and "Using Results of Assessment for Grading". Conversely, it had a minimal effect on "Recognizing Un-ethical Methods of Assessment. These revelations not only accentuate the potency of reflection-for-action in amplifying LAL but also illuminate pathways for the evolution of professional re-finement strategies for language pedagogues.
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Eshagh et al. (2024) studied this question.
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