Investigating the Relationship Between Iranian EFL Teachers’ Assessment Literacy Components, Reflective Teachingand Language Teaching Experience

The present piece of research was after investigating the relationship between Iranian EFL teachers' assessment literacy, their reflective teaching, and their teaching experience. The participants of the present study consisted of fifty Iranian EFL English language teachers of both genders, teaching at different educational contexts with the teaching experience of five to twenty years. The instruments used in the study included a classroom assessment literacy inventory (Mertler, 2003) and a teacher reflectivity questionnaire (Akbary, Behzadpour and Dadvand, 2010). In order to collect the data, after obtaining informed consent, the two questionnaires were sent to the participants to be filled in. A set of correlational analyses and Multiple Regressions Analysis were run in order to analyze the data. Results of data analysis pro cedure demonstrated that there was a significant positive relationship between teachers' assessment literacy and their reflective teaching. Results also revealed that teachers' teaching experience had no significant relationship with their assessment literacy and reflective teaching.