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Based on sociocultural theory and pragmatism philosophical underpinnings, this study explores the classroom assessment practices of tertiary EFL practitioners, focusing on their alignment with contemporary constructivist assessment trends, methods, and approaches, rather than psychometrical assessments. The study extends knowledge on language teachers’ preparedness for implementing classroom assessment literacy. Participants were tertiary EFL instructors from four higher educational institutions in Saudi Arabia. Adopting an explanatory sequential mixed-methods research design, data were collected through self-reported questionnaires, classroom observations, and a review of assessment documents and artifacts. Descriptive statistics were used to analyze quantitative data and thematic analysis qualitative data. The dominance of traditional over alternative assessment methods was demonstrated, indicating gaps in teachers’ classroom assessment literacy. The findings highlight the contradiction, discrepancy, and complexity of the relationship between teachers’ articulated and exercised assessment practices. They provide baseline data for L2 classroom assessment policy, a classroom-based assessment framework, and a guide for teachers’ professional development in language assessment literacy.

Classroom assessment is a cornerstone for effective teaching and learning. However, there are variabilities in teachers' approaches to assessment due to recent educational policies, and classroom teaching and learning conditions. This study adopted a mixed method design through a sequential explanatory approach to examine teachers' approaches to classroom assessment in two educational contexts. Multistage sampling procedures were used to select a total of 431 teachers, consisting of 123 Bruneian and 308 Ghanaian teachers to complete online surveys on classroom assessment approaches. In addition to the survey, semi-structured and in-depth interviews were conducted with six Bruneian and eight Ghanaian teachers to understand how they approached classroom assessment. The findings of a latent profile and thematic analysis revealed that teachers' approaches to classroom assessment differed significantly within and between the two educational contexts, with a limited preference for assessment of learning, test design, scoring, use, and balance assessment (i.e. reliability and validity). This study provides a new framework for understanding how different categories of teachers in different cultures approach classroom assessment. The findings have implications for assessment theory, pedagogy, and teacher professional development in terms of classroom assessment practices.

This study investigated classroom assessment literacy (CAL) of basic school teachers in Ghana, focusing on understanding their assessment beliefs and practices. Using a quantitative survey design, data were collected from 406 teachers selected through a multistage sampling procedure. Participants responded to the Assessment Literacy Inventory (ALI), and data were analyzed using descriptive statistics and latent profile analysis. Results indicated that the majority of teachers demonstrated a high level of assessment literacy. The analysis further revealed distinct profiles of assessment beliefs among teachers, including data-oriented, assessment method and communication-oriented, validity-oriented and holistic assessment literates. These profiles suggest that while teachers generally possess strong assessment knowledge, their beliefs and practices vary significantly. The study highlights the need for contextually responsive professional development programs that align with contemporary assessment literacy standards, teacher preferences and national educational goals. Enhancing holistic assessment practices requires targeted support that not only builds technical knowledge but also considers teachers' orientations towards assessment. This study offers an in-depth examination of classroom assessment literacy among basic school teachers in Ghana, highlighting their beliefs and practices. By identifying distinct orientations-such as data-driven, method and communication-focused, validity-oriented, and holistic approaches-the research moves beyond general investigation of assessment literacy to illustrate the diversity in teachers' understanding and use of assessment. These insights can inform policymakers, curriculum developers, and teacher training providers in designing professional development programs that address teachers' specific needs and align with Ghana's educational reform initiatives. The findings also highlights the importance of promoting holistic assessment practices that emphasize fairness, validity, and learning outcomes, rather than a narrow focus on testing. This study provides valuable evidence to strengthen teacher preparation, enhance classroom practices, and guide the development of more effective, equitable, and contextually responsive assessment systems.

Ideally, teachers’ classroom assessment literacy can be developed through in-service teacher education or assessment training from institutions. Yet in reality, teachers may not gain sufficient assessment training on the job or from institutionalised training programmes. This contextual disadvantage cannot explain teacher inertia in advancing their professional knowledge and their skills in classroom-based assessment. Instead, teachers are encouraged to proactively rely on themselves to enhance their CAL amid their tried-and-tested assessment practices. The current qualitative case study explores how a university English teacher directed herself to develop CAL in her assessment practices over time. Data were collected through narrative frames, interviews with the teacher and her students, classroom observations, and documents. This study shows that self-directed CAL development may be buttressed by the teacher’s prior assessment experiences. The teacher’s self-agency and reflections further empowered her to acquire the assessment knowledge, skills, and experience in improving assessment effectiveness. The implications for enhancing self-directed professional development in assessment are also discussed.

This study sought to develop and validate a classroom-based language assessment literacy scale to measure teachers’ perceived classroom-based assessment knowledge and practice. Exploratory factor analysis revealed that the scale items clustered around four factors: (a) purposes of assessment and grading, (b) assessment ethics, (c) student involvement in assessment, and (d) feedback and assessment interpretation. Moreover, the scale was administered to 348 Iranian English as a foreign language teachers. The findings showed that the majority reported to be literate in classroom-based language assessment and agreed to the allocation of more space to classroom-based language assessment in teacher education courses. The findings suggest that the newly-developed scale can serve as a valid and reliable tool to explore language teachers’ classroom-based assessment literacy.

This paper discusses learning outcomes assessments, so readers of this article will be able to: Understand the importance of assessment in order to have a rationale for developing assessments for information literacy. Evaluate assessment models in order to use them to design library class assessments to improve student outcomes and teaching of information literacy concepts. To better understand the process of assessing information literacy instruction through examining some specific methods used by one librarian in order to assess information literacy in their own libraries. Adapted from the source document.

This multiple-case study investigated the implementation of language assessment knowledge and the patterns of assessment practices among Thai preservice English teachers in their teaching practicum. Twelve participants were recruited using purposive sampling from a public university in northeastern Thailand. Data were collected across classroom observations, focus groups, and semi-structured interviews, guided by Taylor’s (2013) Language Assessment Literacy (LAL) framework. The data were analyzed using thematic analysis. These findings indicated that preservice teachers had a fundamental knowledge of language assessment principles but that contextual realities rather than theoretical understandings underpinned their practices. Other factors that influenced the teachers included the constraints of the classroom, such as time, class size, and diversity of learners, institutional requirements, sociocultural norms like “no-fail” policies and high-stakes testing, and mentor teachers’ guidance. Five patterns of adaptation were found: negotiating practical constraints, sociocultural value-driven flexibility, negotiating personal beliefs against institutional expectations, mentor teacher influence, and responsiveness to diverse classroom practices and students’ preferences. These findings have essential implications for designing context-specific teacher education programs that effectively bridge the gap between theoretical knowledge and classroom practice. The study highlights the importance of preparing preservice teachers with the theoretical knowledge needed to understand assessment and the reflective and adaptive capacities they will have to utilize authentic assessment decisions in practice.

Systemic challenges for feedback practice are widely discussed in the research literature. The expanding mass higher education systems, for instance, seem to inhibit regular and sustained teacher-student interactions. The concept of feedback literacy, representing students’ and teachers’ capacities to optimize the benefits of feedback opportunities, has gained widespread attention by offering new ways of tackling these challenges. This study involves a critical review of the first 49 published articles on feedback literacy. Drawing on science and technology studies, and in particular on Popkewitz’s concept of fabrication, we explore how research has invented feedback literacy as a way of reframing feedback processes through the idea of individual skill development. First, we analyze how research has fabricated students and teachers through their feedback literacies that can be tracked, measured, and developed. Here, there exists a conceptual shift from analyzing feedback as external input to feedback literacy as a psychological construct residing within individuals. This interpretation carries positive implications of student and teacher empowerment, whilst downplaying policy-level challenges facing feedback interactions. The second contrasting fabrication positions feedback literate students and teachers as socio-culturally situated, communal agents. We conclude that feedback literacy is a powerful idea that, if used carefully, carries potential for reimagining feedback in higher education. It also, however, risks psychologizing students’ and teachers’ feedback behaviors amidst prevalent assessment and grading policies. We call for further reflexivity in considering whether feedback literacy research aims to challenge or complement the broader socio-political landscapes of higher education.

Classroom management (CM) and assessment literacy are pivotal both for an optimal learning environment and for teacher retention. However, high attrition rates among novice teachers suggest inadequacies in CM and assessment preparation, particularly in underserved contexts like Kuwait. Motivated to understand how certain cultural contexts, such as that of Kuwait, can require teacher preparation programs to reconceptualize CM and assessment, this study aimed to longitudinally evaluate and track the development of CM perceptions, assessment competencies, and related concerns among pre-service English language teachers in Kuwait. Nine teachers participated in semi-structured interviews at three time points: before their CM course (T1), after their CM course (T2), and after their teaching practicums (T3). Thematic analysis was employed to identify emergent themes and track changes in perceptions. At T1, their perceptions included classroom safety, voice control, and personality traits, while their concerns focused on student engagement, teacher-student age proximity, and basic assessment concepts. At T2, a deeper understanding of CM was demonstrated, alongside concerns about misbehavior management and the implementation of formative assessment. At T3, practice-informed CM comprehension was shown, with teachers implementing various assessment strategies including peer reviews and digital feedback tools. However, despite reported confidence, persistent challenges were revealed in managing linguistically diverse classrooms, integrating educational technology, and aligning formative assessment practices with diverse learning needs. The discrepancy between general confidence and specific post-practicum challenges suggests a need for targeted CM training regarding cultural competency, technology integration, and assessment literacy. Future directions include updating compulsory CM courses with contextualized, practical content that integrates formative assessment strategies to better prepare pre-service teachers for Kuwait’s unique educational system.

Formative assessment is a powerful approach to inform, direct, and enhance teaching and learning. To deploy it in classrooms, teachers are expected to be assessment-capable. However, few studies have explored the extent to which teachers are literate in formative assessment applications and their levels of literacy, especially in Chinese tertiary settings. This study examined Chinese university English instructors’ assessment literacy by investigating what three participants knew, thought about, and how they applied formative assessment. A knowledge-conception-practice framework was applied to explore assessment literacy in the four formative assessment processes (i.e., design, use, interpretation, and communication) to engage student learning. Individual interviews, classroom observations, and supplementary documents were adopted as instruments for data collection. Through iterative and comparative thematic analysis, findings revealed that notwithstanding variations, all three instructors possessed basic formative assessment knowledge and were willing to design and conduct formative assessment-related activities for students’ learning engagement and enhancement. However, they held product-oriented rather than process-oriented mindsets when designing, using, interpreting, and communicating formative assessment. They also lacked sufficient assessment knowledge and strategies to effectively engage students in self-regulated learning through learner-centered task design, success criteria, and process-oriented feedback. Lastly, the study discussed theoretical and pedagogical implications regarding how to conceptualize and develop English instructors’ formative assessment literacy in mainland China and beyond.