What question did this study set out to answer?

To examine how structured reflection on academic research and classroom assessment helps English as a foreign language (EFL) teachers enhance their language assessment literacy.

November 2, 2019Reflective Practice

A long walk to language assessment literacy: EFL teachers’ reflection on language assessment research and practice

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Authors

EBEsmat BabaiiKharazmi University FAFatemeh AsadniaShahid Beheshti University

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Implication

Qualitative study reveals that structured reflection bridges assessment research and practice in EFL teachers, highlighting reflection as a key driver of language assessment literacy.

Key Points

To examine how structured reflection on academic research and classroom assessment helps English as a foreign language (EFL) teachers enhance their language assessment literacy.
Engaged Iranian EFL teachers using asynchronous online discussions, reflective narratives, semi-structured interviews, and scenario-based tasks.
Tracked teacher reflections across three dimensions: engagement with research theory, critique of current classroom practices, and prospective planning for future assessments.
Teachers integrated theoretical insights (reflection-on-research) with classroom experiences (reflection-on-action) in a complementary manner.
Collaborative and individual reflection directly shaped teachers' future assessment planning (reflection-for-action) and generated actionable strategies for ongoing assessment literacy.

Cite This Study

Babaii et al. (2019) studied this question.

synapsesocial.com/papers/6a73b7cac0a696a45e1af99b https://doi.org/10.1080/14623943.2019.1688779

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Implication

Qualitative study reveals that structured reflection bridges assessment research and practice in EFL teachers, highlighting reflection as a key driver of language assessment literacy.

A long walk to language assessment literacy: EFL teachers’ reflection on language assessment research and practice

Discussion

Member takes

Implication

Key Points

Cite This Study

A long walk to language assessment literacy: EFL teachers’ reflection on language assessment research and practice

Discussion

Member takes

Implication

Key Points

Cite This Study

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