Reflective teaching and formative assessment literacy: Evidence from an extreme-groups study of Iranian EFL teachers

Formative assessment literacy is crucial for effective language instruction; however, its relationship with teachers’ reflective practice remains underexplored, particularly within the Iranian English as a Foreign Language (EFL) context. To address this empirical gap, the present study investigated the differences in formative assessment literacy and actual classroom implementation between high- and low-reflective Iranian EFL instructors. Using an extreme-groups comparative design, 60 teachers (comprising 30 high-reflective and 30 low-reflective individuals) selected from an initial cohort of 200 educators using the Reflective Teaching Questionnaire. Data were systematically gathered utilizing the Teacher Formative Assessment Literacy Scale, the Teacher Formative Assessment Practice Scale, and a researcher-developed classroom observation checklist with established reliability. Quantitative analyses revealed that high-reflective teachers demonstrated significantly greater formative assessment literacy compared to their low-reflective counterparts. Furthermore, both self-reported data and independent classroom observations confirmed that the high-reflective group exhibited substantially stronger formative assessment implementation. Ultimately, the findings demonstrate a clear association between reflective teaching and enhanced formative assessment competence, underscoring the importance of continuous reflective practice for strengthening formative assessment in EFL classrooms.