Abstract
Assessing foreign language learning has been considered an indispensable part of language learning process for a long time, especially for the last two decades. Therefore, there is a growing need for language teachers to be more competent in the area of language testing. Keeping in mind that teacher assessment literacy is a key factor in the success of teaching, this study investigates assessment literacy levels of foreign language teachers, and also it seeks to find out whether year of experience and post-graduate education make any difference in language teachers' assessment literacy. Data were collected from in-service teachers, both working for ministry of education and universities by using "assessment literacy inventory". The results indicate that these foreign language teachers have a very low level of assessment literacy. Besides, contrary to other studies, year of experience and post-graduate studies do not really add on teachers' assessment literacies.
Highlights
Foreign language teaching is an important issue in many countries
Davidheiser (2013, p. 1) states that “assessment has been historically used as a prime indicator of student success related to education and used to detect and highlight differences in student learning in order to rank students according to their achievement”
Given that the uses of assessment in language classroom include many types of traditional to authentic assessments, the ability to interpret and use the data gathered from the classroom assessments necessitates the teachers to be equipped with the necessary knowledge on assessment
Summary
English courses are implemented into the curriculum beginning from early ages in primary school to university including preparatory classes and vocational language courses at universities. During this long language learning process, improving students’ foreign language skills and identifying their strengths and weaknesses in the target language require a very detailed and talented work. One of the key steps in this process is assessing students (Koh, 2011). The need to possess knowledge and skills in the area of language assessment has certainly increased since the results of these student assessments give direction to both teachers’ professional development and students’ learning, as well as their future academic career
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