From Theory to Practice: How Assessment Professionals Define and Apply Language Assessment Literacy

Articles in Press

Document Type : Research Paper

Authors

1 MA graduate from University of Kurdistan

2 Department of English, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran

3 Department of Language and Literature, Islamic Azad University, Science and Research Branch

4 ELT Department, Yeditepe University, Istanbul, Turkey

5 SOCAR-Baku Higher Oil School

10.22034/elt.2025.68448.2810

Abstract

This qualitative study delves into the language assessment literacy (LAL) of English as a Foreign Language (EFL) assessment experts within the Iranian educational landscape. It aims to understand how 12 EFL experts conceptualize, prepare, and implement EFL classroom assessments. The data were collected through interviews, experts’ syllabi, and narrative framing. Data analysis focused on participants’ conceptions and knowledge of language assessment, contextual variables, and their classroom assessment practice. The findings highlight the pivotal roles of agency and reflectivity in shaping assessment practices, alongside the influence of past training, experiences, and self-directed learning. Moreover, the study identified some overt and covert variables that impact EFL experts’ design and implementation of assessments in EFL classrooms. Ongoing professional development and contextual considerations appeared to have significant contributions to participants' classroom assessment procedures. The findings of this research would provide valuable insights into the LAL profile of EFL assessment experts, enrich the broad discourse on language assessment practices, and inform the design of targeted LAL training initiatives.

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Main Subjects

Journal of English Language Teaching and Learning

Articles in Press, Accepted Manuscript
Available Online from 15 October 2025

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