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ERIC Number: EJ1165237
Record Type: Journal
Publication Date: 2018-Jan
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1694-609X
EFL Teachers' Assessment Literacy and Their Reflective Teaching
Ashraf, Hamid; Zolfaghari, Samaneh
International Journal of Instruction, v11 n1 p425-436 Jan 2018
Understanding and employing useful classroom assessments are crucial to increase student achievement (Marzano, 2000). Teachers' assessment literacy is viewed as a key link in the connection between assessment quality and student achievement. Reflective teaching is a movement in teacher education and crucial kind of thought that enables teachers to be aware of their experiences and analyze their own practice (Fatemipour & Hosseingholikhani, 2014). The purpose of the present study, in the first place, is to shed light on the relationship between Iranian EFL teachers' assessment literacy and their reflective teaching. To this end, 120 EFL teachers were selected randomly to fill out two questionnaires: assessment literacy inventory designed by Zolfaghari and Ashraf (2015), and reflective teaching questionnaire designed by Behzadpour (2007). The result of the study suggested that there is a relationship between EFL teachers' assessment literacy and their reflective teaching. Furthermore, it is observed that teachers' assessment literacy predicts their reflective teaching.
International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran
Grant or Contract Numbers: N/A