چكيده فارسي :
Today, most studies have focused on teacher-mediated classroom assessment. Therefore, teachers need to be able to create and implement valid and reliable assessments in order to measure learners’ abilities and determine the effectiveness of their instructional practices. The current study investigated teachers’ perceptions of classroom assessment, their current classroom assessment practices, and the impacts of their assessment literacy on their learners’ writing outcomes. The study sought to gain an understanding of the extent to which teachers’ assessment literacy impact on their practices and their learners’ outcomes. To conduct the study and gather the required data, the researchers employed teachers’ assessment literacy inventory, semi-structured interview, non-participatory observation, and Writing Competence Rating Scale (WCRS). Ten male EFL instructors and 75 male sophomores from Iranian EFL contexts were selected from four private language institutes in Iran. The results of quantitative data indicated that there is a statistically significant difference in learners’ outcome. The findings of qualitative data showed that teachers’ assessment awareness leads teaching environments into effective and motivated settings. These findings suggest language educators to consider teachers’ assessment awareness in their teacher education programs and in their educational decisions about teachers as well.
