Development and Validation of a Context-Specific Learning Oriented Assessment Literacy Inventory for Iranian EFL Teachers

While assessment literacy and learning-oriented assessment (LOA) have been extensively studied, there remains a lack of context-specific, empirically validated tools tailored to the needs of Iranian EFL teachers. This study introduces and validates an assessment literacy inventory designed to capture unique dimensions of LOA in the Iranian EFL context. Drawing on a comprehensive literature review and semi-structured interviews with EFL teachers, contextually relevant constructs were identified. These informed the development of the Teachers' LOA Literacy Questionnaire (TLOAQ), which was piloted and then administered to 230 EFL teachers. Factor analysis revealed three context-specific components of LOA literacy -Involving Students in Assessment, Designing Learning Tasks, and Effectiveness of Feedback-with strong reliability (Cronbach's alpha = 0.791). Notably, the study uncovered dimensions not previously emphasized in the literature, reflecting the unique assessment of Iranian EFL settings. The validated inventory advances understanding of assessment literacy in Iran and provides a model for developing context-sensitive assessment tools in other educational settings.