Exploring Teachers’ Assessment Literacy - Impact on Learners’ Writing Achievements and Implications for Teacher Development - Article

Oct 15, 2026

Teacher-mediated classroom assessment influences learners’ academic achievements and shapes teachers’ professional development. This study examines teachers’ assessment literacy and its effects on assessment practices and learners’ writing outcomes. The research targets the extent to which assessment literacy determines teachers’ classroom decisions and learner performance. Data were collected using an assessment literacy inventory, semi-structured interviews, non-participatory observation, and the Writing Competence Rating Scale. Results show statistically significant effects on writing achievements and improved assessment awareness.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Abstract

Introduction

Australian Journal of Teacher Education | Volume 43 | Issue 6 | Article 1 | | --- | --- | | 2018
Exploring Teachers’Assessment Literacy: Impact on Learners’Writing Achievements and Implications for Teacher Development
Morteza Mellati
University of Tehran, Iran, [mellati.morteza@ut.ac.ir](mellati.morteza@ut.ac.ir)
MarziehKhademi
Baqir al-Olum University, Qom, [marzieh.khademi2834@gmail.com](marzieh.khademi2834@gmail.com) | | Recommended Citation Mellati, M., & Khademi, M. (2018). Exploring Teachers’ Assessment Literacy: Impact on Learners’ Writing Achievements and Implications for Teacher Development. Australian Journal of Teacher Education, 43 (6). [http://dx.doi.org/10.14221/ajte.2018v43n6.1](http://dx.doi.org/10.14221/ajte.2018v43n6.1) This Journal Article is posted at Research Online. [http://ro.ecu.edu.au/ajte/vol43/iss6/1](http://ro.ecu.edu.au/ajte/vol43/iss6/1) Australian Journal of Teacher Education Exploring Teachers’ Assessment Literacy: Impact on Learners’ Writing Achievements and Implications for Teacher Development Morteza Mellati University of Tehran, Iran Marzieh Khademi Baqer al-Olum University, Qom, Iran Abstract: Teacher-mediated classroom assessment might have significant impacts on learners’ academic achievements and teachers’ development. The current study investigated teachers’ assessment literacy and its impact on their current assessment practices and learners’ writing outcomes. The study sought to gain an understanding of the extent to which teachers’ assessment literacy affects 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 language schools in Iran. The results of the study indicated that teachers’ assessment literacy has a statistically significant impact on learners’ writing achievements and teachers’ assessment awareness leads teaching environments into effective and motivated assessment design. These findings suggest language educators considering teachers’ assessment awareness in their teacher education programs. Introduction There are many contributing factors to set an effective educational environment; among which teacher knowledge is perhaps the central factor. Teachers and their knowledge play different roles in the multifaceted process of language teaching. One aspect of the teacher knowledge is how to assess learners’ abilities or assessment literacy. Nowadays, many schools or colleges are equipped with modern educational apparatuses, but if teachers do not have the required knowledge to organize the classroom assessment for promoting the learning process, all the materials and classrooms lose their values (Al-Malki & Weir, 2014; Susuwele-Banda, 2005) . Teachers’ assessment literacy (AL) might influence their practices and syllabuses. Mertler (2003) defined assessment literacy as the possession of knowledge about the basic principles of assessment and evaluation practice which are the terminology of assessment concepts such as test, measurement, assessment and evaluation, the development and use of assessment methodologies and techniques in the classroom, familiarity with different tools and apparatus of language assessment, familiarity with standards of quality in classroom assessment, and familiarity with an alternative to traditional measurements of learning. In other words, Vol 43, 6, June 2018 1 Australian Journal of Teacher Education assessment literacy is the readiness of a teacher to design, implement, and discuss the assessment strategies, measurement tools, evaluation criteria, decision making milestones as well as formative and summative tests. Proper assessment procedure in the clas

FAQs

What does the study focus on regarding assessment literacy?

The study focuses on teachers’ assessment literacy and how it affects teachers’ assessment practices and learners’ writing outcomes.

How were the data for the study collected?

Data were gathered using a teachers’ assessment literacy inventory, semi-structured interviews, non-participatory observation, and the Writing Competence Rating Scale (WCRS).

What were the main findings of the study?

Teachers’ assessment literacy had a statistically significant impact on learners’ writing achievements, and greater assessment awareness supported effective and motivated assessment design.

Oct 15, 2026

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