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Data were collected using an assessment literacy inventory, semi-structured interviews, non-participatory observation, and the Writing Competence Rating Scale. 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Teacher Education  \n\n| Volume 43 | Issue 6 | Article 1 |\n| --- | --- |\n| 2018\u003Cbr>Exploring Teachers’Assessment Literacy: Impact on Learners’Writing Achievements and Implications for Teacher Development\u003Cbr>Morteza Mellati\u003Cbr>University of Tehran, Iran, [mellati.morteza@ut.ac.ir](mellati.morteza@ut.ac.ir)\u003Cbr>MarziehKhademi\u003Cbr>Baqir al-Olum University, Qom, [marzieh.khademi2834@gmail.com](marzieh.khademi2834@gmail.com) |  |\n\nRecommended Citation  \nMellati, 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).  \n[http://dx.doi.org/10.14221/ajte.2018v43n6.1](http://dx.doi.org/10.14221/ajte.2018v43n6.1)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol43/iss6/1](http://ro.ecu.edu.au/ajte/vol43/iss6/1)  \nAustralian Journal of Teacher Education  \nExploring Teachers’ Assessment Literacy: Impact on Learners’ Writing Achievements and Implications for Teacher Development  \nMorteza Mellati  \nUniversity of Tehran, Iran  \nMarzieh Khademi  \nBaqer al-Olum University, Qom, Iran  \nAbstract: Teacher-mediated classroom assessment might have  \nsignificant impacts on learners’ academic achievements and teachers’  \ndevelopment. The current study investigated teachers’ assessment  \nliteracy and its impact on their current assessment practices and  \nlearners’ writing outcomes. The study sought to gain an  \nunderstanding of the extent to which teachers’ assessment literacy  \naffects their practices and their learners’ outcomes. To conduct the  \nstudy and gather the required data, the researchers employed  \nteachers’ assessment literacy inventory, semi-structured interview,  \nnon-participatory observation, and Writing Competence Rating Scale  \n(WCRS). Ten male EFL instructors and 75 male sophomores from  \nIranian EFL contexts were selected from four language schools in  \nIran. The results of the study indicated that teachers’ assessment  \nliteracy has a statistically significant impact on learners’ writing  \nachievements and teachers’ assessment awareness leads teaching  \nenvironments into effective and motivated assessment design. These  \nfindings suggest language educators considering teachers’ assessment  \nawareness in their teacher education programs.  \nIntroduction  \nThere 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,  \nVol 43, 6, June 2018 1  \nAustralian Journal of Teacher Education  \nassessment 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.  \nProper assessment procedure in the clas","cbCaikenu41OVqyJ","https://ap.wps.com/l/cbCaikenu41OVqyJ","pdf",321246,"English","# Abstract\n# Introduction","[{\"question\":\"What does the study focus on regarding assessment literacy?\",\"answer\":\"The study focuses on teachers’ assessment literacy and how it affects teachers’ assessment practices and learners’ writing outcomes.\"},{\"question\":\"How were the data for the study collected?\",\"answer\":\"Data were gathered using a teachers’ assessment literacy inventory, semi-structured interviews, non-participatory observation, and the Writing Competence Rating Scale (WCRS).\"},{\"question\":\"What were the main findings of the study?\",\"answer\":\"Teachers’ assessment literacy had a statistically significant impact on learners’ writing achievements, and greater assessment awareness supported effective and motivated assessment design.\"}]","Exploring Teachers’ Assessment Literacy - Impact on Learners’ Writing Achievements and Implications for Teacher Development - Article | PDF",1792077978,48]